Paul Quick, PhDCoordinator of Faculty and TA DevelopmentCenter for Teaching and Learningwww.ct l .uga.edupauquick@uga.edu

Seven Principles for Good Practice in Undergraduate Education

First-Year Odyssey Seminar Workshops

Questions via the web?

Submitvia webform: ctl.uga.edu/fyos/stream

via Twitter: @ugactl (use tag #FYOS)

7 Principles of Good Practice

Good Practice:

1. Encourages Student-Faculty Contact 2. Encourages Cooperation Among Students 3. Encourages Active Learning 4. Gives Prompt Feedback 5. Emphasizes Time on Task 6. Communicates High Expectations 7. Respects Diverse Talents and Ways of

Learning

7 Principles for Good Practice

Arthur Chickering and Zelda Gamson, AAHE Bulletin, 1987.Chickering and Gamson publish inventories, 1989.Peter Ewell of NCHEMS incorporates 7 Principles in NSSE,

1995.Chickering and Stephen Ehrman, “Implementing the Seven

Principles: Technology as Lever,” AAHE Bulletin, 1996.Kuh and Vespers research on student experience at

baccalaureate and research-intensive institituions, 1997.

Chickering and Gamson, “Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education,” New Directions for Teaching and Learning, no. 80, Winter 1999, 75-83.

7 Principles for Good Practice

Find your principle Read the components under your principlePick one that seems most aligned with FYOS

goal(s) ORPick:

most important or questionable most confusing/unclear one you have a good example of from your experience one that you can’t figure out how to implement

Prepare to discuss with group

1. Encourages Student-Faculty Contact

Advise students about career opportunitiesEncourage students to drop by officeShare past experiences, attitudes, and values

with studentsAttend events sponsored by student groupsWork with campus staff on issues related to

student extracurricular life and life outside of school.

1. Encourages Student-Faculty Contact

Know my students by name by the end of 2nd week

Make special efforts to be available to students of a culture or race different from faculty’s own

Serve as a mentor/informal advisor to students

Take students to professional meetings or other events in my field

Try to help whenever there is a conflict involving students on campus

2. Encourages Cooperation Among Students

Ask students to tell each other about their interests and backgrounds.

Encourage students to prepare together for classes or exams

Encourage students to do projects togetherAsk students to evaluate each other’s workAsk students to explain difficult ideas to each

other

2. Encourages Cooperation Among Students

Encourage students to praise each other for accomplishments

Ask students to discuss concepts with other students from different backgrounds and viewpoints

Create “learning communities,” study groups, or projects teams within my course

Encourage students to join at least one campus organization

Distribute performance criteria for fairness and to avoid bias*

3. Encourages Active Learning

Ask students to present their work to the class

Ask students to summarize similarities/differences among theorists, research findings, or works

Ask students to relate outside events/activities to course subjects

Ask student to undertake research/independent study

Encourage students to challenge instructor’s, reading’s, other students’ viewpoints

3. Encourages Active Learning

Give students concrete, real-life situations to analyze

Use simulations, role-playing, or labs in classes

Encourage students to suggest new readings, research projects, field trips, or course activities

Help students arrange field trips, volunteer activities, field trips, service learning, or internships related to course

Carry out research projects with my students

4. Gives Prompt Feedback

Give quizzes and homework assignmentsProvide immediate formative feedback to

students on classroom exercises and problems

Return examinations/papers within a weekGive students detailed evaluations of their

work early in the termAsk students to schedule conferences with

me to discuss their progress

4. Gives Prompt Feedback

Give my students written comments on their strengths and weaknesses on exams and papers

Give my students a pre-test at the beginning of each course

Ask students to keep logs or records of their progress

Discuss the results of the final examination with my students at the end of the semester

Call or email students who miss class.

5. Emphasizes Time on Task

Expect students to complete assignments promptly

Communicate the minimum amount of time they should spend preparing for classes

Make clear to my students the amount of time required to understand complex material

Help students set challenging goals for their own learning

Encourage students to rehearse oral reports/class presentations

5. Emphasizes Time on Task

Underscore the importance of regular work, steady application, self-pacing, and scheduling

Explain the consequences of non-attendanceMake it clear that full-time study is a full-time

job that requires forty or more hours a weekMeet with students who fall behind to discuss

study habits, schedules, and other commitments

Require students who miss class to make up work

6. Communicates High Expectations

Tell students to expect to work hard in classEmphasize high standards for academic

achievementMake expectations clear both orally and in

writing at the beginning of each courseHelp students set challenging goals for their

learningExplain what will happen if students do not

complete work on time

6. Communicates High Expectations

Suggest extra reading or writing tasksProvide students with extensive and varied

writing opportunities Call attention to excellent performance by

studentsRevise coursesPeriodically discuss how well class is

progressing throughout semester

7.Respects Diverse Talents and Ways of Learning

Encourage students to ask questionsDiscourage language and other class

behavior that may embarrass studentsUse diverse teaching activities to address a

broad spectrum of studentsSelect readings and design activities related

to the background of studentsProvide extra material or exercises for

students who lack essential background knowledge or skills

7.Respects Diverse Talents and Ways of Learning

Include contributions by women and other under-represented populations into courses

Make provisions for students who carry out independent studies within course or as a separate courses

Develop learning contracts, or computer-assisted learning alternatives for courses

Encourage students to remain open to different majors

Try to find out about students’ learning styles, interests, or backgrounds at the beginning of each course.

7 Principles Resources

Online resources and applicationshttp://home.capecod.net/~tpanitz/seven.html

Seven Principles and Technology http://www.tltgroup.org/programs/seven.html