Address the students' fear or lack of fear. For those expecting the class to be an easy rerun of high school, explain the differences between the classes and the higher expectations. However, many students end up having to take basic college math because they developed a fear of math. These students need to understand your goal is to make the material more understandable, not less.
On the very first day, give an in-depth assessment test of the skills and concepts that you feel are important for them to know coming into the class. Then, as soon as possible, meet with each student individually to address strengths and weaknesses and assign review material. Suggest that any students that might have particular difficulty start working with a tutor right away.
Assign at least 20 problems of homework for every class meeting and emphasize the students should complete it the night they learn the material. Then, check every problem on each student's work to head off problems before they start. Make homework a high enough percentage of the final grade to motivate the students to finish it.
Spend the first few lectures teaching your students how to read, and use, a math textbook. While they should have learned this skill by college, many will have not and will balk at even trying to go to the book for help. By being intensely involved at the beginning of the semester, you will develop self-sufficient math students by the end of the semester.
Ask students to articulate math concepts out loud in class on a regular basis so they develop confidence with the processes and ideas. Do not expect them to know even simple math terms. Use approachable, everyday language when explaining ideas. As the students build understanding, emphasize correct use of terminology as well.
Challenge your students to build thinking skills so they develop critical logic abilities. These skills will benefit them in other college subjects and in the "real world." Do not skip over the word problems--tackle them head on. Have your students express math ideas in more than one modality (equation, writing, drawing). More importantly, have them practice approaching the less well-defined problems they encounter in their everyday lives. Above all, encourage questioning and curiosity.