Student-Ready Critical Care Pedagogy: A Student-Centred Instructional Approach for Struggling Students
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| Title: | Student-Ready Critical Care Pedagogy: A Student-Centred Instructional Approach for Struggling Students |
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| Language: | English |
| Authors: | Amy E. Collins-Warfield (ORCID |
| Source: | Teaching in Higher Education. 2025 30(2):375-395. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Undergraduate Students, At Risk Students, Low Income Students, First Generation College Students, Minority Group Students, African American Students, Achievement Gains, Caring, Helping Relationship, Instructional Development, Teacher Student Relationship, Student Centered Curriculum, Student Centered Learning, Individualized Instruction, Teacher Attitudes, Learning Strategies |
| DOI: | 10.1080/13562517.2023.2249401 |
| ISSN: | 1356-2517 1470-1294 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458913 |
| Database: | ERIC |
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| Abstract: | 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. |
|---|---|
| ISSN: | 1356-2517 1470-1294 |
| DOI: | 10.1080/13562517.2023.2249401 |
