DOCUMENT RESUME ED 282 491 HE 020 318 AUTHOR Chickering, Arthur W.; Gamson, Zelda F. TITLE Seven Principles for Good Practice in Undergraduate Education. INSTITUTION American Association for Higher Education, Washington, D. SPONS AGENCY Education Commission of the States, Denver, Colo. PUB DATE Mar 87 NOTE 6p. PUB TYPE Journal Articles (080) -- Viewpoints (120) JOURNAL CIT AAHE Bulletin; p3-7 Mar 1987 EDRS PRICE MFO1/PCO1 Plus Postage. DESCRIPTORS *College Instruction; *Educational Principles; Expectation; Feedback; Higher Education; *Instructional Improvement; *Learning Activities; Peer Relationship; *Student Participation; Teacher Student Relationship; Time on Task; *Undergraduate Study ABSTRACT Seven principles that can help to improve undergraduate education are identified. Based on research on college teaching and learning, good practice in undergraduate education: (1) encourages contacts between students and faculty; (2) develops reciprocity and cooperation among students; (3) uses active learning techniques; (4) gives prompt feedback; (5) emphasizes time on task; (6) communicates high expectations; and (7) respects diverse talents and ways of learning. Examples of approaches that have been used in different kinds of college in the last few years are described. In addition, the implications of these principles for the way states fund and govern higher education and for the way institutions are run are briefly discussed. Examples of good approaches include: freshman seminars on important topics taught by senior faculty; learning groups of five to seven students who meet regularly during class to Solve problems set by the instructor; active learning using structured exercises, discussions, teem projects, and peer critiques, as well as internships and independent study; and mastery learning, contract learning, and computer-assisted instruction approaches, which required adequate time on learning. (SW) SRRREAERRRREE EAE AR EAHRRRERERE RR RRR ER RERERRRRRRERERRAR EERE AER RRREREER * Reproductions supplied by EDRS are the best that can be made * * from the original document. * RRREEREERRRRRRRRREARERRREERERER EER ATR EREARERRERER ERR RR RERERERRERRRRERERSEHE O20 31% “Semrrum samne £D282491 pathetic students, illiterate graduates, incompetent teaching, impersonal cam- puses—so rolls the drum- fire 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 under- graduate education without the com- mitment and action of students and faculty members. They are the pre- cious resources on whom the improvement of undergraduate educa- tion depends. But how can students and faculty members improve undergraduate e¢u- cation? Many campuses around the couniry are asking this question. To PERMISSION TO REPRODUCE THIS MATERIML Mag BEEN GRANTED BY ‘TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" provide a focus for their work, we offer seven principles based on research on good teaching and leam- ing in colleges and universities. Good practice in undergraduate education: 1. Encourages contacts between stu- dents and faculty. Develops reciprocity and coopera- tion among students. Uses active learning techniques. . Gives prompt feedback. Emphasizes time on task. ‘Communicates high expectations. Respects diverse talents and ways of |, learning, N NOW Rw We can do it ourselves—with a litle bit of help eo7"e_—_——————————— “Prepared with the assistance of Alesander W. Asin, Howard Bowen, Carol M. Boyer, K. Patricia Cross, Kerzneth Eble, Russell Edgerton, Jerry Gaff, Joseph Katz, C. Robert Pace, Manin W. Peterson, and Richard C. Richardson, Jr This work wes cosponsored by the Ameri- can Association for Higher Education and the Education Commission of the States. The Jobn- son Foundation supported the preparation of early drafts and a meeting for the authors at Wingspread in Racine, Wisconsin. William Boyd and Henry Halted of the Jobnson Foun: dation made useful contributions to the ‘group's deliberations and to revisions 2 ‘MME BLLETINNARH 196773A FOCUS FOR IMPROVEMENT . hese seven principles are not ten commandments shrunk toa twentieth century atention span. ‘They are intended as guidelines for faculty members, students, and administrators—with suppor from state agencies and trustees—t0 improve teaching and leaning. These principles seem like good common sense, and they are—because many teachers and students have experi- enced them and because research supports them, They rest on 50 years of research on the way teachers teach and students lear, how students ‘work and play with one another, and, how students and faculty talk 10 each other. ‘While each practice can stand on its own, when al are present their effects muliply. Together, they employ six powerful forces in education: > Aaivity D> Cooperation > Divers D> Expectations D> inveraction D> Responsibility 1. Encourages Contacts Between Students and Faculty Frequent student faculty contact in and out of cases isthe mos impor: tant faqor in student motivation and involygent. Faculty concem helps sents get through rough times and keep on working. Knowing afew fac: culty members well enhances students’ intelectual commitment and encour- ages them to think about their own. values and fare plans. Some examples: Freshman seminars ‘on imporzant topics, taught br senior faculty members, establish an early connection berween students and fac- tlyy in many colleges and universities. In the Saint Joseph's College core curriculum, faculty members who lead discussion groups in courses ‘outside their fields of specialization ‘model for students what it means to ‘cans ULETEVMARCH 1987 Good practices hold as much ‘meaning for professional programs as for the liberal ans. They work for many different kinds of students— white, black, Hispanic, Asian, rich, poor, older, younger, male, female, well-prepared, underprepared. But the ways different institutions {implement good practice depends very much on their students and their circumstances. In what follows, we describe several different approaches to good practice that have been used in diferent kinds of senings in the last few years. In addition, the power- ful implications of these principles for the way states Fund and govern higher education and for the way institutions are run are discussed briefly a the end. ‘As faculty members, academic administrators, and student personnel staff, we have spent most of our ‘working lives trying to understand ‘our students, our colleagues, our institutions, and ourselves. We have conducted research on higher educa- tion with dedicated colleagues in a bea leamer. In the Undergraduate Research Opportunities Program at the Massachusens Institute of Tech- nology, three out of four undergradu- ates have joined three-quaners of the faculty in recent years as junior research colleagues. At Sinclair Com- ‘munity College, students in the Col- lege Without Walls program have pursued studies through learning ‘contracts. Each student has created a “resource group,” which includes a faculty member, a student peer, and ‘wo “community resource” facul ‘members. This group then provides support and assures quality. 2. Develops Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort than a solo race. ‘Good leaning, like good work, is ‘collaborative and social, not competi- 3 ‘wide range of schools inthis country. ‘We draw the implications ofthis research for practice, hoping to help usall do bener. ‘We address the teacher's how, not the subjeccmater what, of good prac- tice in undergraduate education. We recognize that content and pedagogy inweract in complex ways. We are also aware that there is much healthy ferment within and among the disci- pines. What is taught, afer alls at Jeast as important as how iis taught. In contrast to the long history of research in teaching and learning, there is litle research on the college curriculum, We cannot, therefore, make responsible recommendations about the content of a good under- ‘graduate education. That work is yet to be done. ‘This much we can say: An under- graduate education should prepare students to understand and deal intel- ligently with moder life. What better place to start but in the classroom and on our campuses? What better time than now? SEVEN PRINCIPLES OF GOOD PRACTICE tive and isolated. Working with others ‘fen increases involvement in learn- ing, Sharing one's own ideas and responding to others’ reactions sharp- ens thinking and deepens under- standing ‘Some examples: Even in lange lecture classes, students can lear from one another. Learning groups are a com ‘mon practice. Students are assigned toa group of five to seven other stu denis, who meet regularly during class throughout the term t0 solve problems set by the instructor. Many colleges use peer tutors for students who need special help. ‘Leaming communities are anothe: popular way of getting students to ‘work together. Students involved in SUNY at Stony Brook's Federated Learning Communities can take sev- eral courses together. The courses, (on topics related to a common theme like science, technology, and human values, are from different disciplines,Faculty teaching the courses coordi: nate their activities while another faculty member, called a “master leamer,” takes the courses with the students. Under the direction of the ‘masier learner, students run a semi- ‘nar which helps them integrate ideas from the separate courses. 3. Uses Active Learning ‘Techniques Learning is not a specator spor. Stu dents do not feam much just by sit- ting in classes listening to teachers, ‘memorizing pre-packaged assign- ‘ments, and spitting out answers. They ‘must talk about what they are leam- ing, write about it, relate it to past experiences, apply it to their daily lives. They must make what they lear part of themselves. Some examples: Active learning is encouraged in classes that use struc: tured exercises, challenging discus- sions, eam projects, and peer rtiques. Active learning can also ‘occur outside the classroom. There are thousands of internships, indepen- dent study, and cooperative job pro- ‘grams across the country in all kinds ‘of colleges and universities, in all kinds of fields, for all kinds of tu- dents. Students also can help design and teach courses or parts of courses. ‘A Brown University, facucy members and students have designed new ‘courses on contemporary issues and ‘universal themes; the students then help the professors as tcaching wssis- tants. At the State University of New ‘York at Conland, beginning studerus in a general chemistry lab have ‘worked in small groups to design lab ‘erocedures rather than repeat pre- ssructured exercises. A the University (of Michigan's Residential College, teams of students periodically work ‘with faculty members on a longterm ‘original research project in the social sciences. 4. Gives Prompt Feedbick ‘Knowing what you know and don’t |mnow focuses learning, Students need ‘appropriate feedback on performance to benef from courses. When getting started, students need help in assess: ing existing knowledge and compe: tence. In clases, students need frequent opportunites to perform and receive suggestions for improve ment. At various points during col lege, and atthe end, students need chances to reflec on what they have Jeamed, what they still ned wo know, and how to assess themselves. ‘Some examples: No feedback can ‘oceur without assessment. But assess- ‘ment without timely feedback con- tributes litle to leaning. Colleges assess students as they center in order to guide them in plan- ning their studies. In addition to the feedback they receive from course instructors, students in many colleges and universities receive counseling Periodically on their progress and furure plans. At Bronx Community College, students with poor academ preparation have been carefully tested and given special rutorals to prepare then: to take introductory courses. They are then adkised about the introductory courses» take, ‘given the level of their aca Yemic skills. ‘Adults can receive assessment of their work and other life experiences ‘at many colleges and universities through portfolios oftheir work or through standardized tests; these pro- vide the basis for sessions with advisors. Alverno College requires that stu dents develop high levels of perfor- ‘mance in eight general abilities such ‘as analytic and communication skills. Performance is assessed and then dis- ‘cussed with students at each level for ‘each ability in a variety of ways and by a variery of assessors. In writing courses across the coun- try, students are learning, through detailed feedback from instructors and fellow students, to revise and rewrite drofs. They leam, inthe pro- ‘cess, tha feedback is central to leam- ing and improving performance. 5. Emphasizes Time on Task ‘Time plus energy equals learning. ‘There is no substitute for time on 4 task. Learning to use one’s time well {s critical for students and profesion- als alike. Students need help in lear ing 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 for high performance for ail ‘Some examples: Masi-ry learning, contract learning, and computer assisted instruction require that stu- dents spend adequate amounts of time on leaming, Extended periods Cf preparation for college also give students more time on task. Manteo Ricci College is known for its effors to guide high school students from the ninth grade to a BA. in six years through a curriculum taught joinly by faculty at Seanle Preparatory ‘School and Seattle University. Provid- ing students with opportunities to integrate their studies into the rest of dheie lives helps them use time well. ‘Workshops, intensive residential programs, combinations of televised instruction, comespondence study, and leaning centers are all being, ‘used in a variety of institutions, espe- cially those with many parttime stu dents. Weekend colleges and summer residential programs, courses offered at work sites and community centers, clusters of courses on related topics ‘aught in the same time block, and double-credit courses make more time for leaning. At Empire State College, for example, students design degree programs organized in man- ageable time blocks; students take courses at nearby institutions, pursue independent study, or work With faculty and other students at Empire Seae learning centers. 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 them- selves, and for the bright and well ‘motivated. Expecting students to per- (ME BLLLETINNARCH 15675form well becomes a self fulfilling prophecy when teachers and instcu- tions hold high expectations of them selves and make extra efforts Some examples: In many colleges and universities, students with poor ‘past records or test scores do extraor- inary work. Sometimes they ourper- form students with good preparation, ‘The University of Wisconsin-Parkside has communicated high expectations for underprepared high schoo! stu- ‘denis by bringing them to the univer: sity for workshops in academic subjects, study skills, tet taking, and time management. In order to rein- force high expectations, the program involves parents and iigh school counselors, ‘The University of California, Berke- Iey introduced an honors program in the sciences for underprepared ‘minority students; a growing number ‘of community colleges are establish ing general honors programs for ‘minorities. Special programs like these help. But most important sre the daysoday, weekcin and week-out expectations students and faculty hold for themselves and for each other in all their classes. 7. Respects Diverse Talents and Ways of Leaming There are many roads to learning People bring different talents and ‘syle of learning to college. Brilliant students in the seminar room may be al thumbs in the lab or art studio, ‘Students rich in hands-on experience ‘may n0t do so well with theory. Sru- dents need the opportunity to show their tents and lear in ways that ‘work for them. Then they can be pushed to leaming in new ways that 0 not cume 50 easily. Some examples: Individualized degree programs recognize diferent imteress. Personalized systems of instruction and masery learning let students work at their own pace. Con- tract leaming helps students define their own objectives. determine their leaming activities, 2d define the ‘Giteria and methods of evaluation. At the College of Public and Communit Service, a college for older working adults atthe University of Massachu- sett-Boston, incoming students have taken an orientation course that encourages them to reflec on their Teaming styles. Rockland Community College has offered a life career- ‘educational planned course. At the University of California, Irvine, intro- ductary physics students may choose berween a lecture-and.textbook ‘course, a computer-based version of the lectureandtextbook course, or a computer-based course based on notes developed by the faculry that allow students to program the com. puter. In both computer-based courses, students work on their own and must pass mastery exams. WHOSE RESPONSIBILITY Is IT? Teachers and students hold the ‘main responsbiliy for improving ‘undergraduate education, But they need a lot of help. College and uni- versity leaders, state and federal off- dials, and accrediting associations have the power to sh-pe an environ. ‘ment that is favorable to good prac- tice in higher education. ‘What qualities must this environ- ‘ment have? D> A srrong sense of shared Purposes. > Concrete support from adminis. trators and faculty leaders for those Purposes. D> Adequate funding appropriate for the purposes. D> Policies and procedures consis ent with the purposes. > Continuing examination of how ‘well the purposes are being achieved. There is good evidence that such ‘an environment can be created. ‘When this happens, faculty members and administrators think of them. selves as educators. Adequate resources are put into creating ‘opportunites for faculty members, administrators, and students to cele- bate and reflect on their shared pur- poses. Faculty members receive ‘support and release time for appro priate professional development activities. Criteria for hiring and pro- ‘moting faculty members, adminisra- tors, and suf support the institution's purposes. Advising is considered important. Departments, programs, and classes are small enough to allow faculy members and students to have a sense of community, to experience ee BULETRUARCH 1987 5 ——————— the value oftheir contributions, and to confront the consequences oftheir failures States, the federal government, and accrediting associations affect the kind of environment that can develop Con campuses in a variety of ways. The ‘most important is through the alloca- tion of financial support. 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