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In reaction to the perceived decline of undergraduate performance, Arthur W. Chickering and Zelda F. Gamson, in 1987, published the following guidelines to help promote improvements.
Seven Principles of Good Practice
1. Encourages Contact Between Students and Faculty
Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
2. Develops Reciprocity and Cooperation Among Students
Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.
3. Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.
4. Gives Prompt Feedback
Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.
5. Emphasizes Time on Task
Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
6. Communicates High Expectations
Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.
7. Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.
Examples of Applying the Seven Principles
Joseph R. Codde, Ph.D, from Michigan State University, has put the principles into practice using the following guidelines.
1. GOOD PRACTICE ENCOURAGES STUDENT -- FACULTY CONTACT
I make a point to talk with my students on a personal level and learn
about their educational and career goals.
I seek out my students who seem to be having problems with the course
or miss class frequently.
I advise my students about career opportunities in their major field.
I share my past experiences, attitudes, and values with students.
I know my students by name.
I make special efforts to be available to students of a culture or race
different from my own.
I serve as a mentor and informal adviser to students.
2. GOOD PRACTICE ENCOURAGES COOPERATION AMONG STUDENTS
Beginning with the first class, I have students participate in activities that
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Comments (2)
catherine.chuang said
at 4:44 pm on Apr 27, 2011
Wow, I like how you spaced out every main points! Really nice placement for the text, I actually read the whole thing! Great job Eric!
catherine.chuang said
at 8:03 am on Apr 28, 2011
Hi Eric, I added "Retrieved" and ":" since I saw that thy were added from my APA 6th edition book.
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