Classroom strategies for identifying and helping college students at risk for academic failure

College Student Journal, Sept, 2002 by Barry R. Thompson, Peggy Ruth Geren

The transition from high school to college is difficult for many students. In 1999, the dropout rate for the freshman to sophomore year in public four year colleges and universities was 33.3% (ACT: Newsroom: News Release: National College Dropout and Graduation Rates, 1999. http://www.act.org/news/releases/2000/02). Many of the variables contributing to students' rocky transitions from high school to college are beyond the control of the college teacher. But some of the difficulties arise because students may not have good study strategies. They may not know how to analyze themselves as learners or how to read and analyze course material. This paper will describe some methods for identifying college students who may be at risk for academic failure, and it will suggest some simple cognitive strategies which can be modeled and explicitly taught by college instructors.

Introduction

In 1999, the dropout rate for the freshman to sophomore year in public four year colleges and universities was 33.3% (ACT:Newsroom: News Release: National College Dropout and Graduation Rates, 1999. http://www.act.org/news/releases/2000/02). The transition from high school to college is often difficult for many students because of the increased freedom in their personal lives and increased difficulty in their academic lives. Some do not successfully make the transition and others succeed but encounter trying times during the process. Many colleges and universities respond by offering freshman orientation courses, and some have overhauled their academic advising process to spot students at risk (O'Banion, T. A Learning College For the 21st Century. Phoenix, AZ: Oryx Press. 1997) Not all students take advantage of orientation courses, and not all colleges have focused advising processes. Thus, professors play a pivotal role in early identification of students at risk of failure. Such students can then be advised of cognitive strategies and study skills that foster academic success. The following discussion addresses such strategies and skills and with the identification of students at risk of academic failure.

Identifying Students At Risk of Failure

Students who are at risk of academic failure are not often easy to identify at the beginning of the school year. Freshmen are excited about the new environment and may at first find it easy to adjust to a typical academic load. By midterm, however, students may become overwhelmed, and professors should be especially sensitive to early signs of trouble, such as absenteeism, moodiness, and poor personal hygiene. It is sometimes hard for professors who interface with a large number of students to notice warning signs, but some steps can be taken to heighten awareness of these signs so that early interventions can take place.

Absenteeism is a somewhat obvious first sign of trouble, and taking roll is important, if time consuming. Simple sign-in sheets or powerbook spread sheets are some options instructors may use in lieu of calling roll. Professors may also have several assignments come due before midterm, and absences may be noted when these are turned in and handed back.

Absenteeism is only one indicator of potential academic problems. Others include changes in affect and neglect of personal hygiene. Instructors in freshman and sophomore courses should learn to read their students. Non verbal cues are important, and it is important for instructors to establish a "baseline" sense of their students during the first weeks of the term. Gestures, stance and posture, facial expressions, eye contact, vocal intonation, and use of physical space contain messages. Changes in demeanor and hygiene may indicate stress. This is common information; the difficulty for instructors lies in finding ways to get to know students well enough to note body language and changes in demeanor.

During the first weeks of the term, instructors should try to learn students' names. Students may use an index card to give the instructor some mnemonic pegs, such as a rebus made of their names or a significant fact about themselves. This practice, at the very least, focuses the instructor's attention on individual students. It also sends a message that the instructor is interested in individual students, thus making it easier for a student to make an initial contact with an instructor when trouble is on the horizon.

Group study sessions are another way for instructors to observe students more closely, and may serve the additional purpose of teaching domain specific cognitive strategies and study skills. Regularly scheduled" lunch with the professor" in the student center or another informal setting offers another way for students and instructors to know one another. And often, simply asking, "How are things going?" will cause a student to open up and share any personal difficulties or worries which might impact their academic performance.

It is extremely important to establish routine lines of communication at the beginning of the term, and to remind students to use these channels whenever questions and concerns arise. Email and class bulletin boards are effective tools for communicating among class members as well as between instructor and students. The class bulletin board also helps the instructor maintain a sense of commonly shared difficulties. Most colleges and universities will have some campus- wide software, such as Intrakal or Anlon, which allows an instructor to set up a class bulletin board with ease.