At the January 30, 2015 Panel Session, panel moderator Cassie Joiner welcomed (l to r) Professor Tim McKay (U-M Physics), Jill Halpern (U-M Mathematics, Comprehensive Studies Program), and Professor William Gehring (U-M Psychology), to lead a discussion about the institutional challenges related to working with underprepared or “at-risk” students.

An initial discussion of what identifies an “At-Risk” student served to frame the ongoing discussion. Across the panel, the importance of understanding that being “at-risk” is not an intrinsic trait of the student was expressed unanimously. These students are not remedial, the language surrounding them being “not ready” can be misleading.  Instead, viewing these students as needing a few extra stepping stones to success can better frame the at-risk student experience.

There are no magic bullets in addressing students who have been identified as “at-risk”. Effective teaching practices are for the good of all students, As Prof. Halpern said, “there are things that we do that benefit everyone, but there are the politics of a disproportionate return”. In this way, there is no single strategy other thanstudent-centered teaching practices.

The final series of questions for the panelists were highly focused on supporting these student-centered learning environments. Questions arose regarding how to learn student names, creating student communities, and encouraging collaboration.

The video below captures some of the highlights of the discussion:

photos and video courtesy of the participants, and Dr. M Taylor Haynes