7 Principles for Good Practice

1
7 Principles for Good Practice

• Good practice in undergraduate education
• encourages student-staff contact
• encourages cooperation among students
• encourages active learning
• gives prompt feedback
• emphasises time on task
• communicates high expectations
• respects diverse talents and ways of learning

Chickering, A. W., Gamson, Z. (1987). Seven
principles for good practice in undergraduate
education. AAHE Bulletin, 39(7), 3-7.
http//www.csueastbay.edu/wasc/pdfs/End20Note.pdf

2
7 Principles for Good Practice

• Good practice in undergraduate education
  .encourages student-staff contact
• Frequent student-staff contact in and out of
  formal teaching sessions is the most important
  factor in student motivation and engagement in
  learning

Chickering, A. W., Gamson, Z., Barsi, L. M.
(1989). The seven principles for good practice in
undergraduate education Faculty inventory.
Milwaukee Winona State University.
3
7 Principles for Good Practice

• Good practice in undergraduate education
  encourages cooperation among students
• Learning is enhanced when it is more like a team
  effort than a solo race. Good learning is
  collaborative and social, not competitive and
  isolated.

Chickering, A. W., Gamson, Z., Barsi, L. M.
(1989). The seven principles for good practice in
undergraduate education Faculty inventory.
Milwaukee Winona State University.
4
7 Principles for Good Practice

• Good practice in undergraduate education
  encourages active learning
• Learning is not a spectator sport. Students do
  not learn much by just listening and memorizing.
  They must talk about what they are learning,
  write about it, relate it to past experiences,
  and apply it to their daily lives.

Chickering, A. W., Gamson, Z., Barsi, L. M.
(1989). The seven principles for good practice in
undergraduate education Faculty inventory.
Milwaukee Winona State University.
5
7 Principles for Good Practice

• Good practice in undergraduate education
• gives prompt feedback
• Students need appropriate feedback on their
  performance to help them improve. Students also
  need opportunities to reflect on what they have
  learned, on what they still need to learn and how
  to assess themselves.

Chickering, A. W., Gamson, Z., Barsi, L. M.
(1989). The seven principles for good practice in
undergraduate education Faculty inventory.
Milwaukee Winona State University.
6
7 Principles for Good Practice

• Good practice in undergraduate education
  emphasises time on task
• Time plus effort equals learning. Efficient time
  management contributes to effective learning and
  effective teaching.

Chickering, A. W., Gamson, Z., Barsi, L. M.
(1989). The seven principles for good practice in
undergraduate education Faculty inventory.
Milwaukee Winona State University.
7
7 Principles for Good Practice

• Good practice in undergraduate education
• communicates high expectations
• Expect more of students and you will get more
  from them. Expecting students to perform well
  becomes a self-fulfilling prophesy when teachers
  and institutions make high expectations of
  students and of themselves, explicit.

Chickering, A. W., Gamson, Z., Barsi, L. M.
(1989). The seven principles for good practice in
undergraduate education Faculty inventory.
Milwaukee Winona State University.
8
7 Principles for Good Practice

• Good practice in undergraduate education
• respects diverse talents and ways of learning
• There are many roads to learning. Students bring
  different talents and ways of learning with them.
  They need opportunities to show their talents and
  to learn in ways that work for them.

Chickering, A. W., Gamson, Z., Barsi, L. M.
(1989). The seven principles for good practice in
undergraduate education Faculty inventory.
Milwaukee Winona State University.