Student-Ready Critical Care Pedagogy: A Student-Centred Instructional Approach for Struggling Students
Saved in:
| Title: | Student-Ready Critical Care Pedagogy: A Student-Centred Instructional Approach for Struggling Students |
|---|---|
| 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEBp_grk8tlgc64YDR3Mt_QAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAv5RYPLP95cPiYd2gIBEICBm9sRTfrqd6oZCQYeIUiPnhzqq0nEfS5_6S2wM8Ivx_xE7rpEA2p2o12esp5Op1oCTGKzALk0YLDAMHhKyzH-CeHmUNQsjX29W111oWNuZJVWEtUATXgF-I2QjjytXEVgx4lakVGkfJEhiShGnuRhDX4ZKz7jw7092Fq65xMlRsLeVo1QhxWOoP2fhbK0R8ekdZ6W0fCp6KSVqlxK Text: Availability: 1 Value: <anid>AN0182438525;thd01feb.25;2025Jan28.02:47;v2.2.500</anid> <title id="AN0182438525-1">Student-ready critical care pedagogy: a student-centred instructional approach for struggling students </title> <p>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.</p> <p>Keywords: College teaching; undergraduate students; caring pedagogy; academic success</p> <hd id="AN0182438525-2">Introduction</hd> <p>Much has been written about structural factors in higher education that impact retention and attainment for undergraduate students from historically excluded groups (HEGs), such as first-generation, low-income, and Students of Color. In the United States, factors like government funding and institutional policies fundamentally impact student success (Akos et al. [<reflink idref="bib3" id="ref1">3</reflink>]; McNair et al. [<reflink idref="bib54" id="ref2">54</reflink>]; Venit [<reflink idref="bib79" id="ref3">79</reflink>]), but these factors may feel beyond the control of faculty (i.e. college classroom instructors). Yet faculty are in a pivotal place to impact student academic success, particularly for HEGs (Booker, Merriweather, and Campbell-Whatley [<reflink idref="bib9" id="ref4">9</reflink>]; Delima [<reflink idref="bib20" id="ref5">20</reflink>]; Gabriel [<reflink idref="bib29" id="ref6">29</reflink>]; Means and Pyne [<reflink idref="bib55" id="ref7">55</reflink>]; Schreiner et al. [<reflink idref="bib72" id="ref8">72</reflink>]).</p> <p>There are few studies that report how and why instructors engage specific strategies for helping students from HEGs achieve success when they are struggling academically. This qualitative case study examined the actions individual instructors took to advance the success of students from HEGs who were struggling academically, with the goal of inspiring future instructors to create conditions for student success within their own spheres of influence. Academic struggle was defined as a student experiencing one or more of the following: placed on university academic probation for low grade point average; multiple failed, repeated, and/or withdrawn courses; repeatedly earning low scores; habitually submitting late assignments; unable to demonstrate self-regulated learning. The phenomena of interest in this case study were the specific actions of instructors who taught struggling students from HEGs. The research question was: How do instructors enact support for students from HEGs who are struggling academically? An initial guiding theoretical framework was derived from existing literature on critical pedagogies.</p> <p>We adopted a <emph>student-ready</emph> framework (McNair et al. [<reflink idref="bib54" id="ref9">54</reflink>]), which emphasizes institutional responsibility to meet student needs. This study was unique in that it began with the student perspective. Struggling students from HEGs were asked to nominate instructors who they believed supported their academic success. Nominated instructors were invited to participate in semi-structured interviews and classroom observations to share more about their experiences working with students in this population.</p> <hd id="AN0182438525-3">Institutional context</hd> <p>This study took place at a large, Doctoral-granting institution with very high research activity located in the Midwest region of the United States. The case institution enrolled more than 46,000 undergraduates and employed over 7500 faculty. Faculty were defined as instructors of credit-bearing courses, which included tenured or tenure-track faculty, lecturers, graduate teaching assistants, and administrative staff.</p> <p>This study focused on students from historically excluded groups (HEGs), which refers to populations that have been systematically excluded from full access to/participation in the US higher education system. The three HEGs of focus were: (<reflink idref="bib1" id="ref10">1</reflink>) first-generation students, whose parents or guardians do not possess a bachelor's degree; (<reflink idref="bib2" id="ref11">2</reflink>) low-income students, whose expected family contribution to pay for college costs is minimal or zero; and (<reflink idref="bib3" id="ref12">3</reflink>) Students of Color, whose racial identity is not White.</p> <hd id="AN0182438525-4">Guiding theoretical framework</hd> <p>The initial theoretical framework for this study consisted of elements of critical pedagogy, pedagogy of care, radical love, critical care pedagogy, and a student-ready institutional approach. This framework intentionally aligns with an asset-based, student-centred view of student success. In this section, we will explain deficit- and asset-based approaches to student success and outline each element in the guiding framework.</p> <hd id="AN0182438525-5">Deficit- and asset-based approaches</hd> <p>Deficit-based views of HEGs and their struggles are common in US higher education (Bensimon [<reflink idref="bib8" id="ref13">8</reflink>]; Taylor, Yochim, and Raykov [<reflink idref="bib76" id="ref14">76</reflink>]). The challenges faced by HEGs are often framed as the fault of the student (Harper [<reflink idref="bib37" id="ref15">37</reflink>]; McNair et al. [<reflink idref="bib54" id="ref16">54</reflink>]; Motta and Bennett [<reflink idref="bib61" id="ref17">61</reflink>]). Literature abounds with deficit-based explanations of why struggling students fail: lack of readiness or social capital, poor understanding of university expectations and customs, and inability to conform to institutional norms. Deficit-based perspectives are often tied to acts of oppression that fundamentally disempower diverse students and fail to acknowledge external factors that determine whether a student will struggle (Means and Pyne [<reflink idref="bib55" id="ref18">55</reflink>]). For example, food and housing insecurity are often beyond a students' control, but they directly impact academic performance (Broton [<reflink idref="bib10" id="ref19">10</reflink>]; Meza et al. [<reflink idref="bib56" id="ref20">56</reflink>]). Ultimately, a deficit-based perspective over-emphasizes students' agency while minimizing institutional responsibility (Bassett [<reflink idref="bib5" id="ref21">5</reflink>]).</p> <p>In contrast, an asset-based approach recognizes the full range of knowledge, skills, experiences, and cultural wealth that diverse students bring to college (Bensimon [<reflink idref="bib8" id="ref22">8</reflink>]; Yosso [<reflink idref="bib85" id="ref23">85</reflink>]). The focus is placed on what students are doing right that is helping them persist, and what institutional agents can do to sustain student success (Harper [<reflink idref="bib37" id="ref24">37</reflink>]). Educators who adopt an asset-based approach believe all students can learn, and they actively seek to draw on students' strengths to promote their success in the classroom and beyond (McNair et al. [<reflink idref="bib54" id="ref25">54</reflink>]). These equity-minded educators focus on their responsibility for student success (Bensimon [<reflink idref="bib8" id="ref26">8</reflink>]). Adopting an asset-based framework is part of becoming a student-ready institution (McNair et al. [<reflink idref="bib54" id="ref27">54</reflink>]), one that strives to meet student needs rather than assuming struggle is entirely the fault of the student. A student-ready institution examines its definition of success and whether it privileges experiences of students from majority identity groups as the norm by which all students are measured (McNair et al. [<reflink idref="bib54" id="ref28">54</reflink>]).</p> <p>Instructors are in a critical position to positively impact student academic success through an asset-based approach. Instructor support for students from HEGs can result in measurable student gains in retention, persistence, and attainment; academic, social, and emotional growth; sense of belonging; and perception of a positive campus climate (Booker, Merriweather, and Campbell-Whatley [<reflink idref="bib9" id="ref29">9</reflink>]; Jacobs et al. [<reflink idref="bib42" id="ref30">42</reflink>]; Mills [<reflink idref="bib58" id="ref31">58</reflink>]; Strayhorn [<reflink idref="bib75" id="ref32">75</reflink>]). An asset-based view of students is central to the initial guiding framework, which is informed by the following five key theories.</p> <hd id="AN0182438525-6">Critical pedagogy</hd> <p>Critical pedagogy emerged from a progressive movement to transform education, empower marginalized students, and remedy a socially unjust world (Darder, Baltodano, and Torres [<reflink idref="bib19" id="ref33">19</reflink>]). Critical pedagogical themes include revealing the hidden curriculum, enabling students to change their social conditions, and developing a school culture of empowerment (Darder, Baltodano, and Torres [<reflink idref="bib19" id="ref34">19</reflink>]; Kincheloe [<reflink idref="bib45" id="ref35">45</reflink>]). Critical pedagogy posits that all teachers and schools should be concerned with 'social justice and human possibility' (Kincheloe [<reflink idref="bib45" id="ref36">45</reflink>], 7). Educators need to examine achievement and its connection with student autonomy, along with how students and teachers relate to knowledge and to each other, and the ways in which power reinforces a vision of education that is not in the best interests of students (Kincheloe [<reflink idref="bib45" id="ref37">45</reflink>]).</p> <p>In critical pedagogy, knowledge is socially constructed and is created in dialogue. This dialogic view requires students and teachers to engage with each other in the learning process, rather than instructors depositing information into the supposedly empty minds of students (Freire [<reflink idref="bib28" id="ref38">28</reflink>]). It also requires educators to recognize and value the forms of knowledge that students bring with them to the classroom, even when these are not valued by the educational system (Kincheloe [<reflink idref="bib45" id="ref39">45</reflink>]). Critical pedagogy also allows room to hope for what might be (Giroux [<reflink idref="bib32" id="ref40">32</reflink>]) thus educators must create spaces that build students' confidence and encourage them to engage their own voices.</p> <hd id="AN0182438525-7">Pedagogy of care</hd> <p>Nel Noddings' ([<reflink idref="bib63" id="ref41">63</reflink>], [<reflink idref="bib64" id="ref42">64</reflink>]) work on pedagogy of care in primary and secondary schools is frequently referenced as a foundation for understanding moral education, the affective domain, and the enactment of care in the classroom. Noddings ([<reflink idref="bib63" id="ref43">63</reflink>], xiii) defined caring as an encounter that is made up of a reciprocal relationship between the 'one-caring' and the 'cared-for.' The relationship does not need to be equal, but for it to truly be a caring relationship, the cared-for needs to respond in some positive way. Noddings ([<reflink idref="bib63" id="ref44">63</reflink>]) pointed out that many students say schools and teachers do not care about them and their success. As the caring relationship requires a response from the cared-for, if students truly believe no one cares, then care does not exist, regardless of the actions of the teachers or the school.</p> <p>A caring educator pays attention to their students' specific needs, interests, emotions, goals, and motivations. They build trusting relationships with students and seek to understand their views. Teacher care conveys a desire for the student to grow and become the best possible version of themselves. There is also a difference between caring-for and caring-about (Noddings [<reflink idref="bib63" id="ref45">63</reflink>]). The latter can be applied to a larger group, and it can be applied when caring-for is not possible. When teachers cannot care for everyone, they can still draw on a capacity to care and communicate this caring-about. The teacher can create an environment of support in which students receive attention and affection. The caring-about can also serve as a foundation for justice, particularly when it is impossible to care-for. To create the best possible experience for students, educators should direct our energy to improving the situations that make caring difficult.</p> <p>Pedagogy of care includes honoring students' humanity and conveying a desire to see them thrive (O'Brien [<reflink idref="bib65" id="ref46">65</reflink>]). It requires educators to become engrossed in their students – really listening and seeing to understand their worldview (Noddings [<reflink idref="bib63" id="ref47">63</reflink>]; [<reflink idref="bib64" id="ref48">64</reflink>]). Through these practices, educators set up an environment where students feel supported and valued, in which they are willing to try new things and commit to their learning because they feel understood and cared-for.</p> <hd id="AN0182438525-8">Radical love</hd> <p>One of the biggest critiques of Noddings' work is her colourblind (i.e. race-neutral) perspective. Her work can be read as suggesting a universal approach to and experience of care, but this does not consider differences in identities and lived realities. An alternative view of care that explicitly aligns with supporting students from HEGs is the concept of radical love. Radical love is often associated with Freire ([<reflink idref="bib28" id="ref49">28</reflink>]), who thought love was essential to the educational process. According to Freire, educators need to love their students as people, always in the service of fighting oppression. This radical love manifests in a teacher's impassioned spirit and their desire to challenge and eliminate systems of oppression (Kincheloe [<reflink idref="bib45" id="ref50">45</reflink>]). Radical love is care that is not neutral.</p> <p>Black feminist scholar bell Hooks ([<reflink idref="bib40" id="ref51">40</reflink>], [<reflink idref="bib41" id="ref52">41</reflink>]) wrote extensively about the concept of love in relation to truth-telling and justice. According to Hooks ([<reflink idref="bib41" id="ref53">41</reflink>]), love has an explicit space in teaching and learning, particularly in the service of challenging the dominant culture's hegemonic views of education. Lane ([<reflink idref="bib50" id="ref54">50</reflink>]) referred to this as a politicized ethic of care. In Lane's study of Black girls' empowerment programs, students believed their teachers cared because the teachers valued their lives in and out of the classroom, as well as the way their Black identity shaped their lives and experiences. This pedagogy considers both the practice of care and intentional empowerment of Students of Color, which is also an example of critical care pedagogy.</p> <hd id="AN0182438525-9">Critical care pedagogy</hd> <p>Critical care pedagogy is a pedagogical disruption that requires educators 'to confront taken-for-granted educational practices' and look for opportunities to 'imagine new possibilities to teach and serve students in ways that go beyond mere content' (Yellow Horse and Nakagawa [<reflink idref="bib83" id="ref55">83</reflink>], 353). Within the scant body of available literature on critical care pedagogy, this theory is also called culturally relevant critical teacher care (Hambacher and Bondy [<reflink idref="bib34" id="ref56">34</reflink>]). It also overlaps with concepts like critical maternal care (Dowie-Chin and Schroeder [<reflink idref="bib23" id="ref57">23</reflink>]). This approach is notably connected to the classroom experiences of Black female teachers (Acosta [<reflink idref="bib1" id="ref58">1</reflink>]; Lane [<reflink idref="bib50" id="ref59">50</reflink>]).</p> <p>In primary and secondary education in the US, the roots of this pedagogy can be seen in the work of Black scholar-educators Lisa Delpit ([<reflink idref="bib21" id="ref60">21</reflink>], [<reflink idref="bib22" id="ref61">22</reflink>]), Geneva Gay ([<reflink idref="bib30" id="ref62">30</reflink>], [<reflink idref="bib31" id="ref63">31</reflink>]) and Gloria Ladson-Billings ([<reflink idref="bib48" id="ref64">48</reflink>], [<reflink idref="bib49" id="ref65">49</reflink>]), who distinctly operated from a critical theory paradigm, but also incorporated theory of care. These authors emphasized the importance of creating empowering, culturally relevant classrooms where diverse students are valued and supported. They challenged the idea that knowledge is apolitical and that teachers should be neutral. Delpit ([<reflink idref="bib21" id="ref66">21</reflink>], [<reflink idref="bib22" id="ref67">22</reflink>]) addressed implicit and explicit rules of power that influence how educators meet the needs of Black students. Gay ([<reflink idref="bib30" id="ref68">30</reflink>], [<reflink idref="bib31" id="ref69">31</reflink>]) argued for the use of culturally relevant curriculum in pursuit of building up students and drawing out their strengths. Ladson-Billings ([<reflink idref="bib48" id="ref70">48</reflink>], [<reflink idref="bib49" id="ref71">49</reflink>]) envisioned a pedagogy that connects to students' lives, thereby engaging and enriching them in meaningful ways. Ladson-Billings ([<reflink idref="bib49" id="ref72">49</reflink>]) also argued for holding high expectations and caring for the whole student. Both critical pedagogy and pedagogy of care are visible in these authors' approaches. As Gay ([<reflink idref="bib31" id="ref73">31</reflink>], 109) stated, 'Caring is a moral imperative, a social responsibility, and a pedagogical necessity.'</p> <p>In nursing education, critical care pedagogy was developed by Falk-Rafael ([<reflink idref="bib25" id="ref74">25</reflink>]) and Chinn and Falk-Rafael ([<reflink idref="bib12" id="ref75">12</reflink>]) in response to the models of medical education that have typically been used in the field. These existing approaches align with what Freire ([<reflink idref="bib28" id="ref76">28</reflink>]) would term banking models of education. Falk-Rafael ([<reflink idref="bib25" id="ref77">25</reflink>]) connected theories of caring with feminist theories and elements of social justice to develop a pedagogy that enhances the dignity of learners. The authors saw the need to create and promote a theory that can inform epistemology, axiology, and practice as nurses work with populations that are marginalized, dehumanized, and alienated (Chinn and Falk-Rafael [<reflink idref="bib12" id="ref78">12</reflink>]). Chinn and Falk-Rafael did not prescribe specific teaching practices, but rather focused on how to create a caring environment in which learners could both study and experience this pedagogy for social justice.</p> <p>Critical care pedagogy recognizes there is not a one-size-fits-all approach to care. Students from HEGs need different forms of care than students from dominant cultural backgrounds (Antrop-González and De Jesús [<reflink idref="bib4" id="ref79">4</reflink>]; Dadvand and Cuervo [<reflink idref="bib18" id="ref80">18</reflink>]). Dadvand and Cuervo ([<reflink idref="bib18" id="ref81">18</reflink>]) argued that the concept of care has been co-opted by neoliberalism. Instead of focusing on an actual ethic of care that helps students, this neoliberal approach redefines care as meeting academic standards and specific performative goals (a view shared by Noddings [<reflink idref="bib64" id="ref82">64</reflink>]). This form of caring fails marginalized students; to build strong relationships to support student success, the understanding of care needs to shift back to the person.</p> <p>We define critical care pedagogy for this study as the intentional enactment of caring strategies to support the academic success of students from historically excluded groups. This pedagogy presents educators with the tools to transform students through relationship-building, with an eye for understanding students' lived experiences and identifying and removing barriers to success (Wilson [<reflink idref="bib82" id="ref83">82</reflink>]). It has potential to positively impact students from HEGs by connecting care for the whole student with social justice goals.</p> <hd id="AN0182438525-10">Student-ready institutional approach</hd> <p>A paradigm shift has emerged in US higher education, focusing on institutional readiness to serve students rather than on individual student readiness for college. A student-ready university emphasizes faculty and administrator responsibility for implementing high-quality, inclusive learning (McNair et al. [<reflink idref="bib54" id="ref84">54</reflink>]). Student-ready institutions intentionally design a student's successful progress through college, by placing the student's needs at the center of the work (McNair et al. [<reflink idref="bib54" id="ref85">54</reflink>]). This is also known as student-centred inclusive excellence (McNair et al. [<reflink idref="bib54" id="ref86">54</reflink>]).</p> <p>The need for a student-ready framework has never been stronger. In the US, the COVID-19 pandemic significantly and disproportionately impacted historically excluded groups (Collins-Warfield and Niewoehner-Green [<reflink idref="bib15" id="ref87">15</reflink>]; Rainey and Taylor [<reflink idref="bib67" id="ref88">67</reflink>]; Simmons [<reflink idref="bib73" id="ref89">73</reflink>]; Yellow Horse and Nakagawa [<reflink idref="bib83" id="ref90">83</reflink>]). University students from HEGs need extra support through a holistic approach that includes their academic, personal, social, and financial well-being (Kinzie [<reflink idref="bib46" id="ref91">46</reflink>]; Kinzie and Cole [<reflink idref="bib47" id="ref92">47</reflink>]; Sanchez [<reflink idref="bib70" id="ref93">70</reflink>]). A student-ready college framework provides tools to tackle these challenges.</p> <hd id="AN0182438525-11">Student-ready critical care pedagogy</hd> <p>Figure 1 illustrates how these five theoretical perspectives were merged to inform the guiding framework of this study (Collins-Warfield et al. in press). Figure 2 illustrates some of the hallmark instructor behaviors within each theory in the framework (Collins-Warfield [<reflink idref="bib14" id="ref94">14</reflink>]).</p> <p>Graph: Figure 1. Student-ready critical care pedagogy.</p> <p>Graph: Figure 2. Connecting theories with instructor behaviors.</p> <p>This framework informed the development of the research questions and sensitized data collection and analysis. Guiding questions for interviews and observations probed for elements of this framework, but they were not restrictive, to allow for emerging themes. We employed what Ridder ([<reflink idref="bib68" id="ref95">68</reflink>]) called a 'gaps and holes' approach to a case study, which allows the researcher to utilize tentative theory while also remaining open to new elements or relationships.</p> <hd id="AN0182438525-12">Methodology</hd> <p>This study draws from a larger qualitative case study that explored instructor actions that support the academic success of HEGs (Collins-Warfield [<reflink idref="bib14" id="ref96">14</reflink>]). A critical-constructivist epistemology informed this study, combining the idea of individual meaning-making with an understanding of how it is impacted by social, cultural, and historical contexts (Jaekel [<reflink idref="bib43" id="ref97">43</reflink>]; Levitt [<reflink idref="bib51" id="ref98">51</reflink>]). A critical-constructivist perspective emphasizes how knowledge production in teaching and learning is impacted by privilege (Jaekel [<reflink idref="bib43" id="ref99">43</reflink>]). This epistemological standpoint allows for understanding how students make sense of the world, while also taking into consideration how their sense-making is impacted by their place in HEGs.</p> <hd id="AN0182438525-13">Ethics statement</hd> <p>This study was deemed exempt by The Ohio State University Institutional Review Board (#2021E1188) because (<reflink idref="bib1" id="ref100">1</reflink>) the research used methods of gathering data from public behavior; (<reflink idref="bib2" id="ref101">2</reflink>) subject behaviors were uninfluenced by the investigators; (<reflink idref="bib3" id="ref102">3</reflink>) data obtained from subjects was not directly identifiable; and (<reflink idref="bib4" id="ref103">4</reflink>) disclosure of data would not reasonably place subjects at risk of harm. Informed consent was obtained electronically.</p> <hd id="AN0182438525-14">Sample</hd> <p>The lead author had direct access to a population of 143 students from HEGs who experienced academic struggle at the case institution. Students who met the criteria of this study were invited to participate. Students were sent an electronic qualitative questionnaire asking them to name an instructor who supported their academic success. This questionnaire resulted in 21 usable instructor nominations. The lead author invited these 21 instructors to participate in interviews and observations, and six agreed (29%). Table 1 provides a summary of demographic information about these six instructors. The instructors were assigned pseudonyms. The column 'course level' refers to the course the student nominator was enrolled in, with higher numbers indicating more advanced courses. Although this was a homogenous instructor sample, it accurately reflected proportions of faculty diversity at the case institution. The fact this a research-intensive institution may have impacted instructors' willingness to participate in this study on teaching.</p> <p>Table 1. Demographics of six instructor participants.</p> <p> <ephtml> &lt;table&gt;&lt;thead valign="bottom"&gt;&lt;tr&gt;&lt;td&gt;Name&lt;/td&gt;&lt;td&gt;Instructor Type&lt;/td&gt;&lt;td&gt;Disciplinary Area&lt;/td&gt;&lt;td&gt;Course Level&lt;/td&gt;&lt;td&gt;Demographics&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Alexis&lt;/td&gt;&lt;td&gt;Graduate TA&lt;/td&gt;&lt;td&gt;Humanities&lt;/td&gt;&lt;td char="."&gt;3000&lt;/td&gt;&lt;td&gt;Black male&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Ben&lt;/td&gt;&lt;td&gt;Graduate TA&lt;/td&gt;&lt;td&gt;STEM&lt;/td&gt;&lt;td char="."&gt;2000&lt;/td&gt;&lt;td&gt;White male&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Chase&lt;/td&gt;&lt;td&gt;Lecturer&lt;/td&gt;&lt;td&gt;Social Science&lt;/td&gt;&lt;td char="."&gt;3000&lt;/td&gt;&lt;td&gt;White male&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Donna&lt;/td&gt;&lt;td&gt;Lecturer&lt;/td&gt;&lt;td&gt;STEM&lt;/td&gt;&lt;td char="."&gt;2000&lt;/td&gt;&lt;td&gt;White female&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Elijah&lt;/td&gt;&lt;td&gt;Lecturer&lt;/td&gt;&lt;td&gt;Social Science&lt;/td&gt;&lt;td char="."&gt;4000&lt;/td&gt;&lt;td&gt;White male&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Heather&lt;/td&gt;&lt;td&gt;Tenured Faculty&lt;/td&gt;&lt;td&gt;Social Science&lt;/td&gt;&lt;td char="."&gt;1000&lt;/td&gt;&lt;td&gt;White female&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0182438525-15">Interviews</hd> <p>Each instructor participated in one or two semi-structured interviews. Based on instructor availability, they completed one 60-minute interview prior to the classroom observation, or one 30-minute interview both before and after the classroom observation. Example questions included: How does care play a role in your teaching, if at all? What does success look like in your classroom? Tell me about a time when you helped a student who was academically struggling.</p> <hd id="AN0182438525-16">Observations</hd> <p>Observations are particularly useful for case studies as they help explore a real-world phenomenon in a contemporary setting (Yin [<reflink idref="bib84" id="ref104">84</reflink>]). They afford the opportunity to capture a deeper understanding of practice that an instructor might not be able to articulate through an interview. Each instructor granted permission to observe one session of a class they were currently teaching. This study employed a semi-structured observation protocol that aligned with the guiding theoretical framework. The protocol focused on instructor-student interactions, instructional methods, and direct or implied messaging about expectations. Table 2 provides examples from the observation protocol.</p> <p>Table 2. Examples from the observation protocol (adapted from Washington [<reflink idref="bib81" id="ref105">81</reflink>]).</p> <p> <ephtml> &lt;table&gt;&lt;thead valign="bottom"&gt;&lt;tr&gt;&lt;td&gt;Descriptive Category&lt;/td&gt;&lt;td&gt;Questions&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Participants&lt;/td&gt;&lt;td&gt;Who are they?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;What are their perceived identities?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;What are they doing?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;How do people interact?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Instructor actions&lt;/td&gt;&lt;td&gt;What verbal or physical cues do they engage?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Where do they stand?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;What questions do they ask?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;What pedagogical tools do they use?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Instructor interactions&lt;/td&gt;&lt;td&gt;How do they respond to students?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;How do they try to involve students in the learning process?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Relational interactions&lt;/td&gt;&lt;td&gt;How many times does the instructor ask for student contributions?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;How many times do students interact directly with the instructor?&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0182438525-17">Data analysis</hd> <p>Analysis of the qualitative case study data involved both direct interpretation and categorical aggregation approaches (Stake [<reflink idref="bib74" id="ref106">74</reflink>]) as well as the constant comparative method (Corbin and Strauss [<reflink idref="bib16" id="ref107">16</reflink>]). Participants' contributions were reviewed separately and collectively, with constant consideration for similarities and differences. Data were coded over multiple rounds, utilizing several different coding approaches, as outlined in Table 3. These codes were later combined into major themes. The following strategies were used to address trustworthiness: data triangulation, developing thick description, intentionally including discrepant information, debriefing with peers, and researcher memoing (Creswell and Creswell [<reflink idref="bib17" id="ref108">17</reflink>]; Stake [<reflink idref="bib74" id="ref109">74</reflink>]). In keeping with the 'gaps and holes' approach (Ridder [<reflink idref="bib68" id="ref110">68</reflink>]), we intentionally considered plausible rival explanations and remained open to the possibility of findings that were opposite of what our initial framework suggested (Corbin and Strauss [<reflink idref="bib16" id="ref111">16</reflink>]; Yin [<reflink idref="bib84" id="ref112">84</reflink>])</p> <p>Table 3. Qualitative coding strategies (Saldaña [<reflink idref="bib69" id="ref113">69</reflink>]).</p> <p> <ephtml> &lt;table&gt;&lt;thead valign="bottom"&gt;&lt;tr&gt;&lt;td&gt;Coding Style&lt;/td&gt;&lt;td&gt;Purpose&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Attribute coding&lt;/td&gt;&lt;td&gt;Identifying descriptive information&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Structural coding&lt;/td&gt;&lt;td&gt;Categorizing chunks of passages&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Descriptive coding&lt;/td&gt;&lt;td&gt;Analyzing based on topics, not content&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;In vivo coding&lt;/td&gt;&lt;td&gt;Using participants' exact words as codes&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Values coding&lt;/td&gt;&lt;td&gt;Looking for underlying attitudes and beliefs&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0182438525-18">Limitations</hd> <p>This qualitative, exploratory case study was meant to examine and clarify a specific phenomenon in context (Mills, Durepos, and Wiebe [<reflink idref="bib59" id="ref114">59</reflink>]). The small sample size may raise questions about generalization to a broader population. While generalizability is not typically the goal of qualitative research, the theoretical framework resulting from this study is potentially transferable to additional contexts (Stake [<reflink idref="bib74" id="ref115">74</reflink>]; Yin [<reflink idref="bib84" id="ref116">84</reflink>]). We sought to understand potential best practices and inform future classroom applications.</p> <p>Additionally, the 21 nominated instructors taught classes in a variety of semesters and modalities, before, during, and after the COVID-19 pandemic. The timeframe in which a student took a course impacted their experience with that course and instructor. Consideration for the impact of COVID-19 was outside the scope of this study; there is a growing body of literature exploring this impact. Teaching format was also a potential limitation to this study. All six classes observed for this study were in-person. The method of delivery influences both instructors' strategies for supporting students and students' experiences within these courses. Previous studies have shown that online delivery requires different strategies and approaches for student success (Adams and Rose [<reflink idref="bib2" id="ref117">2</reflink>]; Burke and Larmar [<reflink idref="bib11" id="ref118">11</reflink>]; Hamman [<reflink idref="bib36" id="ref119">36</reflink>]). Therefore, the strategies uncovered in this study may or may not be relevant in an online setting.</p> <hd id="AN0182438525-19">Findings and discussion</hd> <p>We sought to understand how instructors enact academic support for students from HEGs who are struggling academically. Three key themes emerged from the data: Creating a Culture of Learning, Demonstrating Care, and Meeting Students Where They Are. In vivo codes from the findings were used to describe each theme. These themes are organized in Table 4.</p> <p>Table 4. Instructors' views of how to support student academic success.</p> <p> <ephtml> &lt;table&gt;&lt;thead valign="bottom"&gt;&lt;tr&gt;&lt;td&gt;Theme&lt;/td&gt;&lt;td&gt;Definition&lt;/td&gt;&lt;td&gt;Examples&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Creating a Culture of Learning&lt;/td&gt;&lt;td&gt;Values and practices adopted by instructors to guide college students through the learning process while treating them as adults and co-creators of knowledge&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Approaching students proactively&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Incorporating humor, passion, enthusiasm&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Using relevant examples&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Continually connecting to past material&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Being accessible and responsive&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Demonstrating Care&lt;/td&gt;&lt;td&gt;Actions instructors take to build relationships and create supportive spaces&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Building individual connections&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Leaning into specific dispositions&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Creating supportive spaces&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Stating up front they are there to help&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Being invested&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Meeting Students Where They Are&lt;/td&gt;&lt;td&gt;An instructional mindset and teaching approach that operationalizes the idea that all students can learn&lt;/td&gt;&lt;td&gt;&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;Believing that all students can learn&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Identifying student needs and then meeting those&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Normalizing struggle&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;Giving second chances&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0182438525-20">Creating a culture of learning</hd> <p>We define a culture of learning as a set of values and practices instructors adopt to guide college students through the learning process while treating them as adults and co-creators of knowledge. This theme contains specific classroom and co-curricular strategies. In a culture of learning, a supportive environment creates space for students to engage without shame or fear. Instructors created this by using examples that connect to students' lives, incorporating humor and enthusiasm, normalizing struggle, and admitting when they made a mistake. A culture of learning was also exhibited by instructors who anticipated student questions, proactively offered help, used inclusive learning principles, were transparent about expectations, and fulfilled requests for accommodations. This type of classroom culture is crucial to support the academic success of HEGs. All too often, students in these populations are viewed by instructors as intellectually inferior (Harris [<reflink idref="bib38" id="ref120">38</reflink>]; Means and Pyne [<reflink idref="bib55" id="ref121">55</reflink>]; Tobolowsky, Cox, and Chunoo [<reflink idref="bib77" id="ref122">77</reflink>]; Walton and Brady [<reflink idref="bib80" id="ref123">80</reflink>]). In comparison, the instructors in this study believed all students were capable of learning.</p> <p>These instructors recognized the need to take action to support their students' success. They frequently tried more than one approach, like providing content examples that were relatable to students while also routinely linking the current content to past material. For example, Elijah and Chase, both White male Lecturers (see Table 1 for pseudonyms), said things like, 'We've seen this a bunch, we should know what this means,' or 'You'll remember ... ' Elijah's course involved math equations and he used non-intimidating examples, such as buying winter clothing or analysing sports data. In his language class, Alexis, a Black male Graduate Teaching Assistant, referenced popular local restaurants and locations in the practice sentences students completed. Each of these instructors adopted this intentional strategy to keep students interested and engaged, but also to help them see what they are learning has a purpose.</p> <p>Another way instructors created a positive culture of learning was through incorporating humor, enthusiasm, and personality. For example, Ben, a White male Graduate Teaching Assistant, made silly analogies that left students giggling. Alexis's class session was taught in a foreign language, and he used hand gestures, head nods, and facial expressions to communicate meaning. Students smiled and laughed in response to him throughout the class session. The instructors were unafraid to use humor or personal stories to relay information and connect with students. Chase talked with his class about the challenges of being a new dad and told 'dad jokes.' Displaying emotion in the classroom is important for building community (Hagenauer, Gläser-Zikuda, and Volet [<reflink idref="bib33" id="ref124">33</reflink>]). Students who perceive their teachers as happy and positive have a more positive attitude toward learning and greater motivation (Moskowitz and Dewaele [<reflink idref="bib60" id="ref125">60</reflink>]).</p> <p>Approaching students proactively also contributed to a culture of learning. Ben exemplified this as he wandered the room, asking 'What questions do you have?' Elijah would make occasional references during his lecture to content or topics that students have asked him about in the past, as a way of proactively addressing anticipated questions. Alexis, Chase, and Heather (a White female tenured faculty member) all spoke of sending email messages to students they thought might be struggling. Donna, a White female Lecturer, asked her students to fill out a questionnaire at the beginning of the term to collect data about how students were managing COVID-19 and what hurdles were preventing them from learning. She would then connect them to resources as needed. These behaviors were interpreted by students as going above and beyond, but for these instructors, proactive actions like these were viewed as fundamental to teaching.</p> <p>Lastly, implementing inclusive learning principles contributed to a culture of learning. Elijah consistently used Zoom captioning, and Ben would crouch down next to a student and meet them at eye level. Other small actions instructors took to make learning accessible included streamlining PowerPoint slides, speaking to students clearly and loudly, and ensuring course material could be viewed from multiple places in the room. All these actions contribute to Creating a Culture of Learning where students feel they belong, they are capable, and that learning has a purpose. These actions are reproducible in other classrooms and are examples of quality teaching.</p> <hd id="AN0182438525-21">Demonstrating care</hd> <p>This second theme captures how instructors support student success by building relationships and creating supportive spaces. This involved establishing individual connections – or making an honest attempt to build them, depending on the number of students in the course. Caring also involved conveying to students that teaching is a top priority. Examples of this theme include continually reminding students of a willingness to help, investing time into lesson plans, and maintaining awareness of student well-being.</p> <p>Each of the six instructors described ways in which they built individual connections with students. For example, before the COVID-19 pandemic, Heather held lunchtime sessions once a month in the student union. 'I wanted to make myself available to students, for them to build a relationship with me that isn't just about school,' she explained. Alexis built individual connections with students by conversing about current events happening in their lives, which also gave them an opportunity to practice the foreign language. At the same time, several of the instructors lamented the fact that their class sizes prevented them from building the relationships they might want to have. Donna captured this sentiment by saying:</p> <p>You want students to feel as though you know them, you care about them. I care about the students, but I can't possibly know a hundred students. You get to know the ones who make themselves known to you ... for good reasons or for bad reasons.</p> <p>Ben said, 'It's really hard for me, because once a week we have 72 students in a lab. I can't learn their names, which is just frustrating.'</p> <p>Even with a large class size, instructors thought something they could easily do to enact care was to make it clear from the beginning that they were there to help. Ben noted that this behavior is not common across all instructors in his discipline. In his viewpoint, instructors may be willing to help if a student approaches them, but they may not care enough to proactively offer help. This was the difference between those who really cared about teaching and those who used teaching as a pay check while they worked on other career aspects. Alexis shared a similar perspective:</p> <p>From my own experience, I've met teachers who were really careless. Who [said], 'Here's the materials. I've done part of my job. Now it's on you. If you don't study that, I don't care, it's you.' I've had professors like that. I think those memories still haunt me.</p> <p>Alexis was actively striving to provide the opposite kind of experience for his students. Ben and Alexis both wanted to be known as instructors that care.</p> <p>Each instructor expressly stated that care plays an important role in their teaching. Their definitions of care included willingness to help students, desire to invest in students' futures, commitment to providing quality teaching, and a sense of responsibility for understanding and providing for students' needs. Chase talked about care at length. 'I don't think there's too many opportunities for the students to not feel like they are a number, that somebody cares,' he said. Chase added that he understands some of the difficult scenarios a student might be going through, such as housing, food, or financial insecurity. He talks about these topics openly in class, noting, 'Maybe that ends up being an invitation for somebody to be like ... he's going to think that the reason I'm struggling is because I'm going through X, as opposed to I'm a bad person or student.' Care, then, also includes letting students know teachers view them as whole people, who belong and have value. This theme of Demonstrating Care captures specific actions instructors take to support students' academic success.</p> <hd id="AN0182438525-22">Meeting students where they are</hd> <p>Meeting Students Where They Are is an instructional mindset operationalizing the idea that all students can learn. This theme is based on an in vivo code originating with Ben. He used this phrase repeatedly in his interview and said it directly to his students. The other five instructors also provided examples indicating they adopt this mindset. For students from HEGs, instructors who express a genuine willingness to help – and follow through on it – reinforce an institutional commitment to not just recruiting diverse students, but serving and benefitting them once they arrive (Codallo et al. [<reflink idref="bib13" id="ref126">13</reflink>]; Franklin, Vincent, and Thieman [<reflink idref="bib27" id="ref127">27</reflink>]; Means and Pyne [<reflink idref="bib55" id="ref128">55</reflink>]; Tobolowsky, Cox, and Chunoo [<reflink idref="bib77" id="ref129">77</reflink>]).</p> <p>At the core of this theme is an asset-based view of student learning. This entailed recognizing that students have different goals and abilities and taking responsibility for creating conditions where students can successfully learn. Heather said it was essential for instructors to 'actually believe they can all be successful.' Elijah thought it was his responsibility to create conditions for students to learn. Indeed, Meeting Students Where They Are involved identifying and fulfilling student needs. These needs might be educational or personal.</p> <p>Meeting student needs sometimes means giving second chances. Chase talked about the importance of giving students these opportunities:</p> <p>Students will miss a deadline or a quiz, and then that brings shame and guilt, and shame and guilt lead to avoidance ... and they just shut down for the rest of the semester, and that deprives them of the opportunity to be reinforced for the good behaviours.</p> <p>He added that college students are never lacking an opportunity for consequences and negative reinforcement, but they rarely 'get the opportunity to get reinforced for talking to the professor and being able to be proactive about repairing the damage and being able to get back on track.' For Chase, Meeting Students Where They Are included offering them second chances in ways other instructors might not.</p> <p>Heather also adopted this practice of giving students second chances, which she justified in this way:</p> <p>It's also easy to lose sight of the various pressures students feel ... It's easy for folks who have been successful in academia to look back and think 'I wasn't like that when I was a student, they should be like me' – without appreciating the things that made it possible for them, that these students don't have access to. Professors need to remember that students are not you.</p> <p>On the other hand, instructors also recognize students have agency (Bearman et al. [<reflink idref="bib6" id="ref130">6</reflink>]). Donna and Elijah both talked about the fact that meeting students' needs takes work and students are not always willing to accept the help. Heather also remarked on the important element of student agency: 'I'm doing everything I can to help you learn and you're tearing down every piece of scaffolding I'm putting up.' While instructors do what they can to support struggling students, they also recognize that students must choose to help themselves.</p> <p>Similarly, instructors in this study felt it was essential to normalize struggle and vulnerability, as this helped students see that everyone faces setbacks. Instructors acknowledged that students have different goals and thus success measured by grades varies accordingly. Ben spoke of the different challenges involved in working with a student who wanted to earn the highest grade possible versus a student whose goal was to earn a passing grade in the course. These instructors acknowledged that students have different goals, skills, and abilities, but they can all succeed if met with appropriate support.</p> <hd id="AN0182438525-23">The student-ready critical care pedagogy model</hd> <p>The interviews and observations illuminated how instructors enacted support for struggling students. Three significant themes emerged from data analysis: Creating a Culture of Learning, Demonstrating Care, and Meeting Students Where They Are. Each theme encompassed several actions an instructor might take. These themes were applied to the initial guiding theoretical framework to create a pedagogical model of Student-Ready Critical Care Pedagogy (SRCCP), in which care was intentionally incorporated to facilitate student learning and academic success. This pedagogy is further outlined in Figure 3. The creation of this model also raised questions about the challenge of caring and how care can be successfully enacted in the classroom.</p> <p>Graph: Figure 3. Defining characteristics of student-ready critical care pedagogy.</p> <hd id="AN0182438525-24">The challenge of caring</hd> <p>The findings of this study underscore the importance and impact of instructor care. Instructors built trust and created supportive environments where students were free to learn and take risks. However, there are challenges to implementing care in the college classroom – most significantly, neoliberalism. The neoliberal higher education system emphasizes students as consumers, competitive admissions, research dollars, cost-cutting, and the importance of meeting performance indicators (Luka et al. [<reflink idref="bib52" id="ref131">52</reflink>]; Schraedley et al. [<reflink idref="bib71" id="ref132">71</reflink>]). In the United States, the number of contingent faculty continues to rise (Murray [<reflink idref="bib62" id="ref133">62</reflink>]), especially following a decline in funding and enrollments during the COVID-19 pandemic (Kelliher [<reflink idref="bib44" id="ref134">44</reflink>]). Job precarity is further reinforced by current political attacks on institutional funding, diversity initiatives, and faculty governance. Precarity can limit an instructor's desire and/or ability to enact caring pedagogy, to avoid causing disruption and/or because of increasingly heavy workloads and burnout (Hamington and Flower [<reflink idref="bib35" id="ref135">35</reflink>]; Potvin and Dority [<reflink idref="bib66" id="ref136">66</reflink>]).</p> <p>Neoliberalism emphasizes higher education for job preparation (Urciuoli [<reflink idref="bib78" id="ref137">78</reflink>]). Educating the whole student is not a priority, and students are expected to develop skills to be productive and autonomous contributors to society (Dowie-Chin and Schroeder [<reflink idref="bib23" id="ref138">23</reflink>]; Urciuoli [<reflink idref="bib78" id="ref139">78</reflink>]). Instructors might be reluctant or skeptical about demonstrating care for fear of 'coddling' students (Miller and Mills [<reflink idref="bib57" id="ref140">57</reflink>]). Yet an ethic of care is not intended to lower academic rigor, but rather, to provide students with the materials and resources they need to meet achievement standards – the main concept at the heart of a student-ready approach (Manning, Kinzie, and Schuh [<reflink idref="bib53" id="ref141">53</reflink>]; McNair et al. [<reflink idref="bib54" id="ref142">54</reflink>]). Caring takes time and can be emotionally labor-intensive for instructors (Manning, Kinzie, and Schuh [<reflink idref="bib53" id="ref143">53</reflink>]; Moskowitz and Dewaele [<reflink idref="bib60" id="ref144">60</reflink>]). This is particularly true for Women of Color and other instructors who share students' marginalized identities (Acosta [<reflink idref="bib1" id="ref145">1</reflink>]; Beauboeuf-Lafontant [<reflink idref="bib7" id="ref146">7</reflink>]; Haynes et al. [<reflink idref="bib39" id="ref147">39</reflink>]). Providing individualized support would be the pinnacle of instructor care, yet this seems impossible in a massified higher education system in which classrooms have large enrollments (Engel and Halvorson [<reflink idref="bib24" id="ref148">24</reflink>]). However, care can be conveyed broadly and still have a positive impact on individual students (Dowie-Chin and Schroeder [<reflink idref="bib23" id="ref149">23</reflink>]). This can be accomplished through actions like including a syllabus statement encouraging students to ask for help, or intentionally incorporating examples that are relevant to students' lives.</p> <hd id="AN0182438525-25">Caring-about versus caring-for</hd> <p>This study illustrated different types of care enacted by instructors. Noddings ([<reflink idref="bib63" id="ref150">63</reflink>]) described the difference between caring-about (i.e. readiness to care for whoever crosses our path) and caring-for (i.e. the actuality of caring), pointing to the latter as the true meaning of care in education. To truly care for a student requires 'engrossment, commitment, displacement of motivation' (Noddings [<reflink idref="bib63" id="ref151">63</reflink>], 112). Noddings ([<reflink idref="bib63" id="ref152">63</reflink>]) also recognized that this sense of caring is an ideal that is not always attainable. 'We cannot love everyone,' she concluded. 'So the one-caring acknowledges her finitude with both sadness and relief. She cannot do everything' (Noddings [<reflink idref="bib63" id="ref153">63</reflink>], 112). Caring-about parallels the concept of calculated care (Dowie-Chin and Schroeder [<reflink idref="bib23" id="ref154">23</reflink>]).</p> <p>The instructors in this study acknowledged similar ideas. First, they recognized there are limits to what they can do to help students. This might be due to class size, or available time and resources. Some of these limits are intentional; for example, Ben mentioned he would never give out his cell phone number or students would be texting at all times of the day for help. Second, instructors spoke of student agency in following through on the support provided to them. Donna, Heather, and Ben referenced student agency, and the desire for students to meet them halfway. Instructors believed there were limits to how much time they could give, even if they wanted to do more.</p> <p>Caring-about is an instructor's commitment to the possibility of caring for a student and caring-for is when an instructor engages a student. Both were important to this model because both were important to students and instructors. For example, the key principle of Meet Students Where They Are is predicated on both. Instructors had a caring mindset (caring about), which was a commitment to help all students find success. As Elijah said, it was an instructor's responsibility to create conditions for students to learn. But instructors also engaged directly in acts that manifested caring-for, such as consistently acknowledging and affirming students' contributions to discussion or connecting students to resources.</p> <hd id="AN0182438525-26">Conclusion</hd> <p>The purpose of this case study was to explore the phenomenon of instructors' actions that support the success of students from HEGs who are struggling academically. We applied our findings to the initial guiding framework to create a pedagogical model of Student-Ready Critical Care Pedagogy (SRCCP). There is a common principle underlying all five theories incorporated into SRCCP: instructors have a responsibility to create supportive conditions for students who are marginalized or ignored by the higher education system, so these students can achieve their goals and create the lives they want for themselves after graduation.</p> <p>Caring requires empathy, which involves centering another person's point of view. The instructors who were nominated for this study engaged their students for the purposes of learning, building confidence, mastering the discipline, and applying knowledge to their lives after college. These strategies were enacted with the specific goal of helping students improve their situation in life, which could include the more immediate and short-term life goals of getting back on track academically or remedying a non-academic concern that was spilling over into academic life. The goal of helping students improve their situation in life also speaks to long-term outcomes of students persisting, graduating, securing the career they desire, and creating the life they want for themselves.</p> <p>There are instructors in varying roles and departments across our universities who are making a difference for student success. Their care for students is essential. While it is important to have broad institutional goals and aspirations for enabling students to achieve success, the individual change we can make within our own spheres of influence matters too and can be done more quickly (Flessner, Zeichner, and Eggington [<reflink idref="bib26" id="ref155">26</reflink>]). Instructors' everyday enactments of care can make such a difference for students.</p> <hd id="AN0182438525-27">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0182438525-28"> <title> References </title> <blist> <bibl id="bib1" idref="ref10" type="bt">1</bibl> <bibtext> Acosta, M.M. 2019. The paradox of pedagogical excellence among exemplary Black women educators. Journal of Teacher Education 70, no. 1 : 26 – 38. doi: 10.1177/0022487118808512.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref11" type="bt">2</bibl> <bibtext> Adams, C., and E. Rose. 2014. Will I ever connect with the students?" Online Teaching and the Pedagogy of Care Phenomenology &amp; Practice 8, no. 1 : 5 – 16. doi: 10.29173/pandpr20637.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref1" type="bt">3</bibl> <bibtext> Akos, Patrick, Jeffrey A. Greene, Eric Fotheringham, Samantha Raynor, Junius Gonzales, and Jeremy Godwin. 2022. " The promise of noncognitive factors for underrepresented college students." Journal of College Student Retention: Research, Theory &amp; Practice 24 (2): 575 – 602. doi: 10.1177/1521025120935111.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref79" type="bt">4</bibl> <bibtext> Antrop-González, René, and Anthony De Jesús. 2006. Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community-based schools. International Journal of Qualitative Studies in Education 19, no. 4 : 409 – 33. doi: 10.1080/09518390600773148.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref21" type="bt">5</bibl> <bibtext> Bassett, B.S. 2020. Better positioned to teach the rules than to change them: University actors in two low-income, first-generation student support programs. The Journal of Higher Education 91, no. 3 : 353 – 77. doi: 10.1080/00221546.2019.1647581.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref130" type="bt">6</bibl> <bibtext> Bearman, M., E. Molloy, R. Ajjawi, and J. Keating. 2013. 'Is there a plan B?': Clinical educators supporting underperforming students in practice settings. Teaching in Higher Education 18, no. 5 : 531 – 44. doi: 10.1080/13562517.2012.752732.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref146" type="bt">7</bibl> <bibtext> Beauboeuf-Lafontant, Tamara. 2002. A womanist experience of caring: Understanding the pedagogy of exemplary Black women teachers. The Urban Review 34, no. 1 : 71 – 86.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref13" type="bt">8</bibl> <bibtext> Bensimon, E.M. 2007. The underestimated significance of practitioner knowledge in the scholarship on student success. The Review of Higher Education 30, no. 4 : 441 – 69. doi: 10.1353/rhe.2007.0032.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref4" type="bt">9</bibl> <bibtext> Booker, K.C., L. Merriweather, and G. Campbell-Whatley. 2016. The effects of diversity training on faculty and students' classroom experiences. International Journal for the Scholarship of Teaching and Learning 10, no. 1 : 1 – 7. doi: 10.20429/ijsotl.2016.100103.</bibtext> </blist> <blist> <bibtext> Broton, K. 2021. Poverty in American higher education: The relationship between housing insecurity and academic attainment. Journal of Postsecondary Student Success 1, no. 2 : 18 – 45. doi: 10.33009/fsop_jpss129147.</bibtext> </blist> <blist> <bibtext> Burke, K., and S. Larmar. 2020. Acknowledging another face in the virtual crowd: Reimagining the online experience in higher education through an online pedagogy of care. Journal of Further and Higher Education 45, no. 5 : 601 – 15. doi: 10.1080/0309877X.2020.1804536.</bibtext> </blist> <blist> <bibtext> Chinn, P.L., and A. Falk-Rafael. 2018. Embracing the focus of the discipline of nursing: Critical caring pedagogy. Journal of Nursing Scholarship 50, no. 6 : 687 – 94. doi: 10.1111/jnu.12426.</bibtext> </blist> <blist> <bibtext> Codallo, M., J. Bruce, K. McKee, and K.S.U. Jayaratne. 2019. Factors that influence university student retention in colleges of agriculture. NACTA Journal, 64 : 134 – 9.</bibtext> </blist> <blist> <bibtext> Collins-Warfield, A.E. 2022. Student-ready critical care pedagogy: Empowering approaches for struggling students. PhD diss., The Ohio State University, Columbus, OH. https://etd.ohiolink.edu/apexprod/rws_olink/r/1501/10?clear=10&amp;p10_accession_num=osu1650389520494993.</bibtext> </blist> <blist> <bibtext> Collins-Warfield, A.E., and J.E. Niewoehner-Green. 2021. Caring for the whole student in response to the adaptive challenge of COVID-19. NACTA Journal 65 : 156 – 63.</bibtext> </blist> <blist> <bibtext> Corbin, J.M., and A.L. Strauss. 2015. Basics of qualitative research: Techniques and procedures for developing grounded theory. 4th ed. Los Angeles : SAGE.</bibtext> </blist> <blist> <bibtext> Creswell, J.W., and J.D. Creswell. 2018. Research design: Qualitative, quantitative, and mixed methods approaches. 5th ed. Los Angeles : SAGE.</bibtext> </blist> <blist> <bibtext> Dadvand, B., and H. Cuervo. 2020. Pedagogies of care in performative schools. Discourse: Studies in the Cultural Politics of Education 41, no. 1 : 139 – 52. doi: 10.1080/01596306.2018.1486806.</bibtext> </blist> <blist> <bibtext> Darder, A., M. Baltodano, and R.D. Torres. 2017. Critical pedagogy: An introduction. In The critical pedagogy reader, eds. Antonia Darder, Rodolfo D. Torres, and Marta Baltodano, 1 – 24. 3rd ed. New York : Routledge.</bibtext> </blist> <blist> <bibtext> Delima, D.G. 2019. Making a case for a funds of knowledge approach to teaching and learning for first-generation college students. College Teaching 67, no. 4 : 205 – 9. doi: 10.1080/87567555.2019.1630355.</bibtext> </blist> <blist> <bibtext> Delpit, L.D. 1988. The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review 58, no. 3 : 280 – 99. doi: 10.17763/haer.58.3.c43481778r528qw4.</bibtext> </blist> <blist> <bibtext> Delpit, L.D. 2006. Other people's children: Cultural conflict in the classroom. New York : New Press.</bibtext> </blist> <blist> <bibtext> Dowie-Chin, T., and S. Schroeder. 2020. Critical, calculated, neoliberal: Differing conceptions of care in higher education. Teaching in Higher Education, 27, 859 – 73. doi: 10.1080/13562517.2020.1749588.</bibtext> </blist> <blist> <bibtext> Engel, S., and D. Halvorson. 2016. Neoliberalism, massification and teaching transformative politics and international relations. Australian Journal of Political Science 51, no. 3 : 546 – 54. doi: 10.1080/10361146.2016.1200706.</bibtext> </blist> <blist> <bibtext> Falk-Rafael, Adeline. 2005. Advancing nursing theory through theory-guided practice: The emergence of a critical caring perspective. Advances in Nursing Science 28, no. 1 : 38 – 49. doi: 10.1097/00012272-200501000-00005.</bibtext> </blist> <blist> <bibtext> Flessner, R., K. Zeichner, and K. Eggington. 2007. Tying It All together: Implications for classrooms, schools, and districts. In Creating equitable classrooms through action research, edited by Cathy Caro-Bruce, Ryan Flessner, Mary Klehr, and Kenneth Zeichner, 277 – 96. Thousand Oaks, CA : Corwin Press.</bibtext> </blist> <blist> <bibtext> Franklin, R.P., S.K. Vincent, and E.B. Thieman. 2019. African American recruitment efforts at 1862 land-grant institutions: effective or ineffective. NACTA Journal 64 : 124 – 30.</bibtext> </blist> <blist> <bibtext> Freire, P.. 1970. Pedagogy of the Oppressed. New York : Continuum.</bibtext> </blist> <blist> <bibtext> Gabriel, K.F. 2018. Final thoughts: teacher impact on diverse college students. In Creating the path to success in the classroom: Teaching to close the graduation Gap for minority, first-generation &amp; academically unprepared students, ed. Kathleen F. Gabriel, 129 – 30. Sterling, VA : Stylus Publishing, LLC.</bibtext> </blist> <blist> <bibtext> Gay, G. 2000. Culturally responsive teaching: Theory, research, and practice. New York : Teachers College Press.</bibtext> </blist> <blist> <bibtext> Gay, G. 2002. Preparing for culturally responsive teaching. Journal of Teacher Education 53, no. 2 : 106 – 16.</bibtext> </blist> <blist> <bibtext> Giroux, H. 2017. Critical theory and educational practice. In In The critical pedagogy reader, eds. Antonia Darder, Rodolfo D. Torres, and Marta Baltodano, 31 – 55. 3rd ed. New York : Routledge.</bibtext> </blist> <blist> <bibtext> Hagenauer, G., M. Gläser-Zikuda, and S. Volet. 2016. University teachers' perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts. Frontline Learning Research 4, no. 3 : 44 – 74. doi: 10.14786/flr.v4i3.236.</bibtext> </blist> <blist> <bibtext> Hambacher, E., and E. Bondy. 2016. Creating communities of culturally relevant critical teacher care. Action in Teacher Education 38, no. 4 : 327 – 43. doi: 10.1080/01626620.2016.1226206.</bibtext> </blist> <blist> <bibtext> Hamington, M., and M. Flower. 2021. Introduction: A care movement born of necessity. In Care ethics in the Age of precarity, eds. Maurice Hamington and Michael Flower, 1 – 18. University of Minnesota Press. doi: 10.5749/j.ctv2382dwh</bibtext> </blist> <blist> <bibtext> Hamman, K.J. 2018. Factors that contribute to the likeliness of academic recovery. Journal of College Student Retention: Research, Theory &amp; Practice 20, no. 2 : 162 – 75. doi: 10.1177/1521025116652636.</bibtext> </blist> <blist> <bibtext> Harper, S.R. 2010. An anti-deficit achievement framework for research on students of color in STEM. New Directions for Institutional Research 148 : 63 – 74. doi: 10.1002/ir.362.</bibtext> </blist> <blist> <bibtext> Harris, J.C. 2017. Multiracial women students and racial stereotypes on the college campus. Journal of College Student Development 58, no. 4 : 475 – 91. doi: 10.1353/csd.2017.0038.</bibtext> </blist> <blist> <bibtext> Haynes, C., L. Taylor, S.D. Mobley, and J. Haywood. 2020. Existing and resisting: The pedagogical realities of Black, critical men and women faculty. The Journal of Higher Education 91, no. 5 : 698 – 721. doi: 10.1080/00221546.2020.1731263.</bibtext> </blist> <blist> <bibtext> Hooks, B. 2003. Teaching community: A pedagogy of hope. New York : Routledge.</bibtext> </blist> <blist> <bibtext> Hooks, B. 2018. All about love: New visions. New York : William Morrow.</bibtext> </blist> <blist> <bibtext> Jacobs, S.C., B. Bruner, S.M. Kennison, J.J. Simpson, and R.J. Sternberg. 2014. Diversity. In The modern land-grant university, edited by R.J. Sternberg, 85 – 108. West Lafayette, IN : Purdue University Press.</bibtext> </blist> <blist> <bibtext> Jaekel, K. 2021. Using a pedagogy of critical constructivism: A framework to guide student organization advisors. In Advising and supporting in student affairs, eds. Rachel Wagner, D. Chase, and J. Catalano, 76 – 87. American series in student affairs practice and professional identity, publication number 7. Springfield, IL : Charles C Thomas, Publisher, LTD.</bibtext> </blist> <blist> <bibtext> Kelliher, R. 2022. Student-facing college workers, contingent faculty face exhaustion. Diverse: Issues in Higher Education. https://<ulink href="http://www.diverseeducation.com/faculty-staff/article/15286978/studentfacing-college-workers-contingent-faculty-face-exhaustion">www.diverseeducation.com/faculty-staff/article/15286978/studentfacing-college-workers-contingent-faculty-face-exhaustion</ulink> (accessed January 9, 2022).</bibtext> </blist> <blist> <bibtext> Kincheloe, J.L. 2008. Critical pedagogy primer. 2nd ed. Peter lang primer. New York : P. Lang.</bibtext> </blist> <blist> <bibtext> Kinzie, J. 2023. Tracking student (dis)engagement through the pandemic: What colleges &amp; universities can do to foster an engagement reset. Journal of Postsecondary Student Success 2, no. 2 : 1 – 14. doi: 10.33009/fsop_jpss132559.</bibtext> </blist> <blist> <bibtext> Kinzie, J., and J. Cole. 2022. Education disrupted: Students beginning college during the COVID-19 pandemic. New Directions for Higher Education 2022, no. 199 : 27 – 40. doi: 10.1002/he.20449.</bibtext> </blist> <blist> <bibtext> Ladson-Billings, G. 1994. Blurring the borders: Voices of African liberator pedagogy in the United States. Boston University Journal of Education 172, no. 2 : 72 – 94.</bibtext> </blist> <blist> <bibtext> Ladson-Billings, G. 1995. But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice 34, no. 3 : 159 – 65.</bibtext> </blist> <blist> <bibtext> Lane, M. 2018. "For real love": How Black girls benefit from a politicized ethic of care International Journal of Educational Reform 27, no. 3 : 269 – 90. doi: 10.1177/105678791802700303.</bibtext> </blist> <blist> <bibtext> Levitt, H.M. 2021. Essentials of critical-constructivist grounded theory research. Essentials of qualitative methods series. Washington, DC : American Psychological Association.</bibtext> </blist> <blist> <bibtext> Luka, M.E., A. Harvey, M. Hogan, T. Shepherd, and A. Zeffiro. 2016. Scholarship as cultural production in the neoliberal university: Working within and against 'deliverables'. Studies in Social Justice 9, no. 2 : 176 – 96. doi: 10.26522/ssj.v9i2.1138.</bibtext> </blist> <blist> <bibtext> Manning, K., J. Kinzie, and J.H. Schuh. 2014. One size does not fit all: Traditional and innovative models of student affairs practice. 2nd ed. New York : Routledge.</bibtext> </blist> <blist> <bibtext> McNair, T.B., S.L. Albertine, M.A. Cooper, N.L. McDonald, and T. Major. 2016. Becoming a student-ready college: A New culture of leadership for student success. San Francisco, CA : Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Means, D.R., and K.B. Pyne. 2017. Finding my way: Perceptions of institutional support and belonging in low-income, first-generation, first-year college students. Journal of College Student Development 58, no. 6 : 907 – 24. doi: 10.1353/csd.2017.0071.</bibtext> </blist> <blist> <bibtext> Meza, A., E. Altman, S. Martinez, and C.W. Leung. 2019. "It's a feeling that One is not worth food": A qualitative study exploring the psychosocial experience and academic consequences of food insecurity among college students. Journal of the Academy of Nutrition and Dietetics 119, no. 10 : 1713 – 21.e1. doi: 10.1016/j.jand.2018.09.006.</bibtext> </blist> <blist> <bibtext> Miller, A.C., and B. Mills. 2019. 'If they don't care, I don't care': Millennial and generation Z students and the impact of faculty caring. Journal of the Scholarship of Teaching and Learning 19, no. 4 : 78 – 89. doi: 10.14434/josotl.v19i4.24167.</bibtext> </blist> <blist> <bibtext> Mills, K.J. 2020. "It's systemic": Environmental racial microaggressions experienced by Black undergraduates at a predominantly White institution. Journal of Diversity in Higher Education 13, no. 1 : 44 – 55. doi: 10.1037/dhe0000121.</bibtext> </blist> <blist> <bibtext> Mills, A., G. Durepos, and E. Wiebe, eds. 2010. Exploratory case study. Encyclopedia of case study research. Thousand Oaks, CA : SAGE. doi: 10.4135/9781412957397.n139.</bibtext> </blist> <blist> <bibtext> Moskowitz, S., and J.-M. Dewaele. 2021. Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching 15, no. 2 : 117 – 30. doi: 10.1080/17501229.2019.1707205.</bibtext> </blist> <blist> <bibtext> Motta, S.C., and A. Bennett. 2018. Pedagogies of care, care-full epistemological practice and 'other' caring subjectivities in enabling education. Teaching in Higher Education 23, no. 5 : 631 – 46. doi: 10.1080/13562517.2018.1465911.</bibtext> </blist> <blist> <bibtext> Murray, D.S. 2019. The precarious new faculty majority: Communication and instruction research and contingent labor in higher education. Communication Education 68, no. 2 : 235 – 45. doi: 10.1080/03634523.2019.1568512.</bibtext> </blist> <blist> <bibtext> Noddings, N. 2003. Caring: A feminine approach to ethics and moral education, 2nd ed). Berkeley : University of California Press.</bibtext> </blist> <blist> <bibtext> Noddings, N. 2005. The challenge to care in schools: An alternative approach to education. 2nd ed. Advances in contemporary educational thought series. New York : Teachers College Press.</bibtext> </blist> <blist> <bibtext> O'Brien, L.M. 2010. Caring in the ivory tower. Teaching in Higher Education 15, no. 1 : 109 – 15. doi: 10.1080/13562510903487818.</bibtext> </blist> <blist> <bibtext> Potvin, J., and K. Dority. 2023. Feminist pedagogy in the neoliberal university: The limits of precarious labour. Atlantis 43, no. 1 : 56 – 68. doi: 10.7202/1096957ar.</bibtext> </blist> <blist> <bibtext> Rainey, E., and Z. Taylor. 2022. Reflecting on the brink: At-risk student experiences with emergency online learning amid COVID-19. Journal of Postsecondary Student Success 2, no. 1 : 25 – 53. doi: 10.33009/fsop_jpss131398.</bibtext> </blist> <blist> <bibtext> Ridder, H.-G. 2017. The theory contribution of case study research designs. Business Research 10, no. 2 : 281 – 305. doi: 10.1007/s40685-017-0045-z.</bibtext> </blist> <blist> <bibtext> Saldaña, J. 2021. The Coding Manual for Qualitative Researchers (4th ed.). Los Angeles : SAGE.</bibtext> </blist> <blist> <bibtext> Sanchez, O. 2022. After the pandemic disrupted their high school educations, students are arriving at college unprepared. The Hechinger Report. <ulink href="http://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/">http://hechingerreport.org/after-the-pandemic-disrupted-their-high-school-educations-students-are-arriving-at-college-unprepared/</ulink> (accessed April 6, 2022).</bibtext> </blist> <blist> <bibtext> Schraedley, M.K., J.J. Jenkins, M. Irelan, and M. Umana. 2021. The neoliberalization of higher education: Paradoxing students' basic needs at a Hispanic-serving institution. Frontiers in Sustainable Food Systems 5. https://<ulink href="http://www.frontiersin.org/articles/10.3389fsufs.2021.689499">www.frontiersin.org/articles/10.3389fsufs.2021.689499</ulink>.</bibtext> </blist> <blist> <bibtext> Schreiner, L.A., T.K. Martinez, J. Drumm, and C. Keetch. 2012. The role of faculty in college student thriving. In Thriving in transitions: A research-based approach to college, edited by Laurie A Schreiner, M. C. Louis, and D. D. Nelson, 193 – 209. Columbia, SC : National Resource Center for The First Year Experience &amp; Students in Transition.</bibtext> </blist> <blist> <bibtext> Simmons, D. 2020. Why COVID-19 is our equity check. Educational Leadership 77 : 51 – 3.</bibtext> </blist> <blist> <bibtext> Stake, R.E. 1995. The art of case study research. Thousand Oaks : Sage Publications.</bibtext> </blist> <blist> <bibtext> Strayhorn, T.L. 2012. College students' sense of belonging: A key to educational success for All students. London : Routledge.</bibtext> </blist> <blist> <bibtext> Taylor, A., L. Yochim, and M. Raykov. 2019. Service-Learning and first-generation university students: A conceptual exploration of the literature. Journal of Experiential Education 42, no. 4 : 349 – 63. doi: 10.1177/1053825919863452.</bibtext> </blist> <blist> <bibtext> Tobolowsky, B.F., B.E. Cox, and V.S. Chunoo. 2020. Bridging the cultural gap: Relationships between programmatic offerings and first-generation student benchmarks. Journal of College Student Retention: Research, Theory &amp; Practice 22, no. 2 : 273 – 97. doi: 10.1177/1521025117742377.</bibtext> </blist> <blist> <bibtext> Urciuoli, B. 2010. Neoliberal education: Preparing the student for the New workplace. In. Ethnographies of neoliberalism, edited by Carol J. Greenhouse, 162 – 76. Philadelphia, PA : University of Pennsylvania Press.</bibtext> </blist> <blist> <bibtext> Venit, ed. 2023. How will we measure student success in the 2020s? https://eab.com/insights/blogs/student-success/evolution-of-student-success-metrics/ (accessed February 21, 2023).</bibtext> </blist> <blist> <bibtext> Walton, G.M., and S.T. Brady. 2021. The social-belonging intervention. In Handbook of wise interventions: How social-psychological insights can help solve problems, eds. G. M. Walton and A. J. Crum, 36 – 62. CT : Guilford Press.</bibtext> </blist> <blist> <bibtext> Washington, L.R. 2020. Constantly battling whiteness: A critical case study of Black students' experiences at a predominantly White institution. PhD diss., Columbus, OH : The Ohio State University. https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=osu157795462636352&amp;disposition=inline.</bibtext> </blist> <blist> <bibtext> Wilson, C.M. 2016. Enacting critical care and transformative leadership in schools highly impacted by poverty: An African-American principal's counter narrative. International Journal of Leadership in Education 19, no. 5 : 557 – 77. doi: 10.1080/13603124.2015.1023360.</bibtext> </blist> <blist> <bibtext> Yellow Horse, A.J., and K. Nakagawa. 2020. Pedagogy of care in Asian American studies during the COVID-19 pandemic. Journal of Asian American Studies 23, no. 3 : 353 – 65. doi: 10.1353/jaas.2020.0029.</bibtext> </blist> <blist> <bibtext> Yin, R.K. 2018. Case study research and applications: Design and methods. 6th ed. Los Angeles : SAGE.</bibtext> </blist> <blist> <bibtext> Yosso, T.J. 2005. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education 8, no. 1 : 69 – 91. doi: 10.1080/1361332052000341006.</bibtext> </blist> </ref> <aug> <p>By Amy E. Collins-Warfield; Jera E. Niewoehner-Green; Scott D. Scheer and Kristen J. Mills</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib54" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib79" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib20" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib29" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib55" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib72" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib76" firstref="ref14"></nolink> <nolink nlid="nl8" bibid="bib37" firstref="ref15"></nolink> <nolink nlid="nl9" bibid="bib61" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib10" firstref="ref19"></nolink> <nolink nlid="nl11" bibid="bib56" firstref="ref20"></nolink> <nolink nlid="nl12" bibid="bib85" firstref="ref23"></nolink> <nolink nlid="nl13" bibid="bib42" firstref="ref30"></nolink> <nolink nlid="nl14" bibid="bib58" firstref="ref31"></nolink> <nolink nlid="nl15" bibid="bib75" firstref="ref32"></nolink> <nolink nlid="nl16" bibid="bib19" firstref="ref33"></nolink> <nolink nlid="nl17" bibid="bib45" firstref="ref35"></nolink> <nolink nlid="nl18" bibid="bib28" firstref="ref38"></nolink> <nolink nlid="nl19" bibid="bib32" firstref="ref40"></nolink> <nolink nlid="nl20" bibid="bib63" firstref="ref41"></nolink> <nolink nlid="nl21" bibid="bib64" firstref="ref42"></nolink> <nolink nlid="nl22" bibid="bib65" firstref="ref46"></nolink> <nolink nlid="nl23" bibid="bib40" firstref="ref51"></nolink> <nolink nlid="nl24" bibid="bib41" firstref="ref52"></nolink> <nolink nlid="nl25" bibid="bib50" firstref="ref54"></nolink> <nolink nlid="nl26" bibid="bib83" firstref="ref55"></nolink> <nolink nlid="nl27" bibid="bib34" firstref="ref56"></nolink> <nolink nlid="nl28" bibid="bib23" firstref="ref57"></nolink> <nolink nlid="nl29" bibid="bib21" firstref="ref60"></nolink> <nolink nlid="nl30" bibid="bib22" firstref="ref61"></nolink> <nolink nlid="nl31" bibid="bib30" firstref="ref62"></nolink> <nolink nlid="nl32" bibid="bib31" firstref="ref63"></nolink> <nolink nlid="nl33" bibid="bib48" firstref="ref64"></nolink> <nolink nlid="nl34" bibid="bib49" firstref="ref65"></nolink> <nolink nlid="nl35" bibid="bib25" firstref="ref74"></nolink> <nolink nlid="nl36" bibid="bib12" firstref="ref75"></nolink> <nolink nlid="nl37" bibid="bib18" firstref="ref80"></nolink> <nolink nlid="nl38" bibid="bib82" firstref="ref83"></nolink> <nolink nlid="nl39" bibid="bib15" firstref="ref87"></nolink> <nolink nlid="nl40" bibid="bib67" firstref="ref88"></nolink> <nolink nlid="nl41" bibid="bib73" firstref="ref89"></nolink> <nolink nlid="nl42" bibid="bib46" firstref="ref91"></nolink> <nolink nlid="nl43" bibid="bib47" firstref="ref92"></nolink> <nolink nlid="nl44" bibid="bib70" firstref="ref93"></nolink> <nolink nlid="nl45" bibid="bib14" firstref="ref94"></nolink> <nolink nlid="nl46" bibid="bib68" firstref="ref95"></nolink> <nolink nlid="nl47" bibid="bib43" firstref="ref97"></nolink> <nolink nlid="nl48" bibid="bib51" firstref="ref98"></nolink> <nolink nlid="nl49" bibid="bib84" firstref="ref104"></nolink> <nolink nlid="nl50" bibid="bib81" firstref="ref105"></nolink> <nolink nlid="nl51" bibid="bib74" firstref="ref106"></nolink> <nolink nlid="nl52" bibid="bib16" firstref="ref107"></nolink> <nolink nlid="nl53" bibid="bib17" firstref="ref108"></nolink> <nolink nlid="nl54" bibid="bib69" firstref="ref113"></nolink> <nolink nlid="nl55" bibid="bib59" firstref="ref114"></nolink> <nolink nlid="nl56" bibid="bib11" firstref="ref118"></nolink> <nolink nlid="nl57" bibid="bib36" firstref="ref119"></nolink> <nolink nlid="nl58" bibid="bib38" firstref="ref120"></nolink> <nolink nlid="nl59" bibid="bib77" firstref="ref122"></nolink> <nolink nlid="nl60" bibid="bib80" firstref="ref123"></nolink> <nolink nlid="nl61" bibid="bib33" firstref="ref124"></nolink> <nolink nlid="nl62" bibid="bib60" firstref="ref125"></nolink> <nolink nlid="nl63" bibid="bib13" firstref="ref126"></nolink> <nolink nlid="nl64" bibid="bib27" firstref="ref127"></nolink> <nolink nlid="nl65" bibid="bib52" firstref="ref131"></nolink> <nolink nlid="nl66" bibid="bib71" firstref="ref132"></nolink> <nolink nlid="nl67" bibid="bib62" firstref="ref133"></nolink> <nolink nlid="nl68" bibid="bib44" firstref="ref134"></nolink> <nolink nlid="nl69" bibid="bib35" firstref="ref135"></nolink> <nolink nlid="nl70" bibid="bib66" firstref="ref136"></nolink> <nolink nlid="nl71" bibid="bib78" firstref="ref137"></nolink> <nolink nlid="nl72" bibid="bib57" firstref="ref140"></nolink> <nolink nlid="nl73" bibid="bib53" firstref="ref141"></nolink> <nolink nlid="nl74" bibid="bib39" firstref="ref147"></nolink> <nolink nlid="nl75" bibid="bib24" firstref="ref148"></nolink> <nolink nlid="nl76" bibid="bib26" firstref="ref155"></nolink> |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1458913 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Student-Ready Critical Care Pedagogy: A Student-Centred Instructional Approach for Struggling Students – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Amy+E%2E+Collins-Warfield%22">Amy E. Collins-Warfield</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8675-0117">0000-0001-8675-0117</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jera+E%2E+Niewoehner-Green%22">Jera E. Niewoehner-Green</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0340-1956">0000-0002-0340-1956</externalLink>)<br /><searchLink fieldCode="AR" term="%22Scott+D%2E+Scheer%22">Scott D. Scheer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9888-3520">0000-0002-9888-3520</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristen+J%2E+Mills%22">Kristen J. Mills</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5014-9685">0000-0002-5014-9685</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Teaching+in+Higher+Education%22"><i>Teaching in Higher Education</i></searchLink>. 2025 30(2):375-395. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Helping+Relationship%22">Helping Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Curriculum%22">Student Centered Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13562517.2023.2249401 – Name: ISSN Label: ISSN Group: ISSN Data: 1356-2517<br />1470-1294 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1458913 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1458913 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13562517.2023.2249401 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 375 Subjects: – SubjectFull: College Faculty Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: At Risk Students Type: general – SubjectFull: Low Income Students Type: general – SubjectFull: First Generation College Students Type: general – SubjectFull: Minority Group Students Type: general – SubjectFull: African American Students Type: general – SubjectFull: Achievement Gains Type: general – SubjectFull: Caring Type: general – SubjectFull: Helping Relationship Type: general – SubjectFull: Instructional Development Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Student Centered Curriculum Type: general – SubjectFull: Student Centered Learning Type: general – SubjectFull: Individualized Instruction Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Learning Strategies Type: general Titles: – TitleFull: Student-Ready Critical Care Pedagogy: A Student-Centred Instructional Approach for Struggling Students Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Amy E. Collins-Warfield – PersonEntity: Name: NameFull: Jera E. Niewoehner-Green – PersonEntity: Name: NameFull: Scott D. Scheer – PersonEntity: Name: NameFull: Kristen J. Mills IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1356-2517 – Type: issn-electronic Value: 1470-1294 Numbering: – Type: volume Value: 30 – Type: issue Value: 2 Titles: – TitleFull: Teaching in Higher Education Type: main |
| ResultId | 1 |
