Student-ready critical care pedagogy: a student-centred instructional approach for struggling students.

Low-income students; Observation (Educational method); Critical pedagogy; Undergraduates; Semi-structured interviews

This qualitative case study proposes a pedagogy to support the academic success of students from historically excluded groups (HEGs), e.g. first-generation students, low-income students, and Students of Color, who are struggling academically. We adopted a 'student-ready' approach (McNair et al. 2016), which foregrounds institutional responsibility for meeting the needs of students. This study took place at a large, public, research-focused institution in the US. Undergraduate students from HEGs nominated faculty who they believed supported their academic success. Nominated instructors participated in semi-structured interviews and classroom observations to share more about their teaching. Data were analysed and categorized into themes: Creating a Culture of Learning, Demonstrating Care, and Meeting Students Where They Are. These themes were then applied to create a model of Student-Ready Critical Care Pedagogy, a teaching approach for working with struggling students. [ABSTRACT FROM AUTHOR]

Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)