Abstract

This qualitative study explored the impact of academically underprepared students on 14 liberal arts and sciences faculty at two open-admissions universities. In-depth interviews revealed that faculty face widespread, acute problems in teaching underprepared students. Further, they feel isolated, with little support from colleagues or administrators. To survive in an open-admission environment, many undergo a confusing, emotionally trying process of personal adaptation, role redefinition, and reassessment of college-level teaching and learning.

Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 343-365
Launched on MUSE
1999-06-01
Open Access
No
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