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Good Educational Practices in Undergraduate Education

Good Educational Practices in Undergraduate Education


Seven principles for good educational practices in undergraduate education have stood the test of time. They were proposed by Chickering and Gamson, and published in 1987. They have matched many of the high-impact practices currently mentioned in the results of the survey of student engagement in the educational process. Over the last decades, Chickering and Jameson have divided the findings of a study conducted on the undergraduate students into seven guiding principles. One can use these principles to make an evolution of the course and the teaching methods.


Encouraging Contact between Students and Faculty

Frequent student – faculty contact in and out of classes is a most important factor in student motivation and involvement. Instructor concern helps students get through rough times and keep on working. Knowing a few instructors well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.

Developing Reciprocity and Cooperation among Students

Learning is enhanced when it is more like a team effort than 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.

Encouraging 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.

Giving 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.

Emphasizing 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.

Communicating 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.

Respecting 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.



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