Seven Principles for Good Practice
Following is a brief summary of the Seven Principles for Good Practice in Undergraduate Education as compiled in a study supported by the American Association of Higher Education,
the Education Commission of the States, and The Johnson Foundation.
- Good Practice Encourages Student-Faculty Contact.
- 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
- Good Practice Encourages 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 improves thinking and deepens understanding.
- Good Practice Encourages Active Learning.
- Learning is not a spectator sport. Students do not learn much just 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.
- Good Practice Gives Prompt Feedback.
- Knowing what you know and don't know focuses learning. Students need appropriate feedback
on performance to benefit from courses. In 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.
- Good Practice Emphasizes 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 for high performance for all.
- Good Practice Communicates High Expectations.
- Expect more and you will get it. 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 of themselves and make extra
- Good Practice Respects 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. Student's 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 learning in new ways that do not come so easily.
- 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
A Focus for Improvement
These seven principles are intended as guidelines for faculty members, students, and
administrators-with support from state agencies and trustees-to improve teaching and
learning. These principles seem like good common sense, and they are-because many
teachers and students have experienced them and because research supports them. They
rest on 50 years of research on the way teachers teach and students learn how students
work and play with one another, and how students and faculty talk to each other.
While each practice can stand on its own, when all are present, their effects multiply.
Together, they employ six powerful forces in education:
Activity • Diversity • Interaction
Cooperation • Expectations • Responsibility
Good practices hold as much meaning for professional programs as for the liberal arts.
They work for many different kinds of students-white, black, Hispanic, Asian, rich,
poor, older, younger, male, female, well-prepared, under -prepared.
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 different kinds of settings in the last few
years. In addition, the powerful implications of these principles for the way states
fund and govern higher education, and for the way institutions are run are discussed
briefly at 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 education with
dedicated colleagues in a wide range of schools in this country. We draw the implications
of this research for practice, hoping to help us all do better.
We address the teacher's how, not the subject matter what, of good practice in undergraduate
education. We recognize that content and pedagogy interact in complex ways. We are
also aware that there is much healthy ferment within and among the disciplines. What
is taught, after all, is at least as important as how it is taught. In contrast to
the long history of research in teaching and learning, there is little research on
the college curriculum. We cannot, therefore, make responsible recommendations about
the content of good undergraduate education. That work is yet to be done.
This much we can say: An undergraduate education should prepare students to understand
and deal intelligently with modern life. What better place to start but in the classroom
and on our campuses? What better time than now?