This link has been bookmarked by 157 people . It was first bookmarked on 29 Apr 2006, by Nbr.
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George Bradford"Good practice in undergraduate education:
encourages contact between students and faculty,
develops reciprocity and cooperation among students,
encourages active learning,
gives prompt feedback,
emphasizes time on task,
communicates high expectations, and
respects diverse talents and ways of learning." -
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Encourages Contact Between Students and Faculty
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Encourages Active Learning
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Communicates High Expectations
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without the commitment and action of students and faculty members
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- encourages contact between students and faculty,
- develops reciprocity and cooperation among students,
- encourages active learning,
- gives prompt feedback,
- emphasizes time on task,
- communicates high expectations, and
- respects diverse talents and ways of learning.
seven principles based on research on good teaching and learning in colleges and universities.
Good practice in undergraduate education:
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when all are present their effects multiply
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- activity,
- expectations,
- cooperation,
- interaction,
- diversity, and
- responsibility.
employ six powerful forces in education:
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An undergraduate education should prepare students to understand and deal intelligently with modern life
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Encourages Contact Between Students and Faculty
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Frequent student-faculty contact in and out of classes
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Faculty concern helps students get through rough times and keep on workin
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nhances students' intellectual commitmen
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encourages them to think about their own values and future plans.
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Develops Reciprocity and Cooperation Among Student
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Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.
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Encourages Active Learning
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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.
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4. Gives Prompt Feedback
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frequent opportunities to perform and receive suggestions for improvement.
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5. Emphasizes Time on Task
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Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.
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6. Communicates High Expectations
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Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts
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7. Respects Diverse Talents and Ways of Learning
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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.
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- A strong sense of shared purposes.
- Concrete support from administrators and faculty leaders for those purposes.
- Adequate funding appropriate for the purposes.
- Policies and procedures consistent with the purposes.
- Continuing examination of how well the purposes are being achieved.
What qualities must this environment have?
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States, the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways. The most important is through the allocation of financial support. States also influence good practice by encouraging sound planning, setting priorities, mandating standards, and reviewing and approving programs
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- setting policies that are consistent with good practice in undergraduate education,
- holding high expectations for institutional performance,
- keeping bureaucratic regulations to a minimum that is compatible with public accountability,
- allocating adequate funds for new undergraduate programs and the professional development of faculty members, administrators, and staff,
- encouraging employment of under-represented groups among administrators, faculty members, and student services professionals, and
- providing the support for programs, facilities, and financial aid necessary for good practice in undergraduate education
These sources of support and influence can encourage environments for good practice in undergraduate education by:
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17 Dec 10
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21 Oct 10
Will Stewart"Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks.
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. They are the precious resources on whom the improvement of undergraduate education depends.
But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities. "principles teaching Learning pedagogy Education article seven
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20 Oct 10
deb kitchenerChickering & Gamson's 7 principles of good teaching practice for undergraduates. 1987 applies to good pedagogy anytime
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24 Sep 10
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12 Sep 10
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- encourages contact between students and faculty,
- develops reciprocity and cooperation among students,
- encourages active learning,
- gives prompt feedback,
- emphasizes time on task,
- communicates high expectations, and
- respects diverse talents and ways of learning.
Good practice in undergraduate education:
-
- activity,
- expectations,
- cooperation,
- interaction,
- diversity, and
- responsibility.
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- 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.
- 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.
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- 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.
- 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.
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- 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.
- 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.
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- 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.
- 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.
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- 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.
- 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.
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- 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.
- 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.
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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.
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29 Jul 10
kechambersHow can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and u
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28 Jul 10
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27 Jul 10
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30 Jun 10
Andrew BrasherApathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out c
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23 Nov 09
ryersonltoChickering, Arthur W. & Gamson, Z.F. (March, 1987). AAHE Bulletin
These seven principles are intended as guidelines for faculty members, students, and administrators to improve teaching and learning.lto ltolisted:yes category:course_design format:website country:united_states institution:university_of_hawaii author:chickering_arthur author:gamson_zelda date_published:1978 undergraduate
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Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. -
- encourages contact between students and faculty,
- develops reciprocity and cooperation among students,
- encourages active learning,
- gives prompt feedback,
- emphasizes time on task,
- communicates high expectations, and
- respects diverse talents and ways of learning.
But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities.
Good practice in undergraduate education:
-
States, the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways. The most important is through the allocation of financial support. States also influence good practice by encouraging sound planning, setting priorities, mandating standards, and reviewing and approving programs. Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions.
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12 Aug 09
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23 Jul 09
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Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement.
-
Learning is not a spectator sport.
-
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.
-
There are many roads to learning.
-
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19 Jul 09
-
- encourages contact between students and faculty,
- develops reciprocity and cooperation among students,
- encourages active learning,
- gives prompt feedback,
- emphasizes time on task,
- communicates high expectations, and
- respects diverse talents and ways of learning.
Good practice in undergraduate education:
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18 Jul 09
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02 Jul 09
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19 Jun 09
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28 May 09
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16 Apr 09
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15 Apr 09
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10 Apr 09
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06 Apr 09
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student motivation and involvement
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student motivation and involvement
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student motivation and involvement
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student motivation and involvement
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collaborative and social, not competitive and isolated
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more like a team effort that a solo race
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03 Apr 09
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31 Mar 09
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23 Feb 09
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16 Feb 09
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04 Feb 09
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30 Dec 08
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13 Dec 08
Miguela FernandesGood practices hold as much meaning for professional programs as for the liberal arts.
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20 Nov 08
Mathieu PlourdeBy Arthur W. Chickering and Zelda F. Gamson
From The American Association for Higher Education Bulletin, March 1987SevenPrinciples education HigherEd Learning pedagogy teaching article EDUC638 EDUC857
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Pedagolu .7 principes de bonnes pratiques en enseignement
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- 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.
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A strong sense of shared purposes.
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06 Aug 08
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30 Jun 08
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19 Jun 08
amiddlet50encourages contact between students and faculty,
develops reciprocity and cooperation among students,
encourages active learning,
gives prompt feedback,
emphasizes time on task,
communicates high expectations, and
respects diverse talents and -
SHU IPDencourages contact between students and faculty,
develops reciprocity and cooperation among students,
encourages active learning,
gives prompt feedback,
emphasizes time on task,
communicates high expectations, and
respects diverse talents and -
18 Jun 08
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14 May 08
Zaid Ali AlsagoffIt offers seven principles based on research on good teaching and learning in colleges and universities.
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05 May 08
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03 Apr 08
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02 Apr 08
Sharon BrownTime on task
teaching education pedagogy timeontask e-learning learning research article
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25 Mar 08
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07 Mar 08
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08 Feb 08
David PeterSEVEN PRINCIPLES FOR GOOD PRACTICE
IN UNDERGRADUATE EDUCATION
By Arthur W. Chickering and Zelda F. Gamson
From The American Association for Higher Education Bulletin, March 1987
Reprinted with permission. -
30 Jan 08
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20 Nov 07
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16 Nov 07
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21 Oct 07
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- encourages contact between students and faculty,
- develops reciprocity and cooperation among students,
- encourages active learning,
- gives prompt feedback,
- emphasizes time on task,
- communicates high expectations, and
- respects diverse talents and ways of learning
Good practice in undergraduate education:
-
- activity,
- expectations,
- cooperation,
- interaction,
- diversity, and
- responsibility.
Together they employ six powerful forces in education:
-
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07 Oct 07
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04 Oct 07
doug_lssChickering & Gamson's 7 principles for good practice in undergraduate education
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30 Sep 07
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20 Sep 07
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