| Seven Principles of Good Practice
The Goals I Set for Myself as an Instructor James Hayes-Bohanan, Ph.D. Associate Professor, Geography Revised: June 29, 2004 |
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| Seven Principles of Good Practice
The Goals I Set for Myself as an Instructor James Hayes-Bohanan, Ph.D. Associate Professor, Geography Revised: June 29, 2004 |
|
| Note to Students:
Most of my Not-the-13th-Grade web site focuses on goals I hope students will adopt for themselves. I think it only fair to share the goals I have for myself as an educator. The document "Seven Principles of Good Practice in Undergraduate Education," from the American Association for Higher Education, describes my own goals very well. I have copied the goals and brief descriptions of each from the article "Implementing the Seven Principles: Technology as Lever," by Arthur W. Chickering and Stephen C. Ehrmann. Please see their article for more information about the report and about how technology can be used to further these goals. I am aware that I am closer to "good practice" in some areas than others. I welcome your comments about ways to improve my craft. |
1. Good Practice Encourages Contacts Between Students
and Faculty
Frequent student-faculty contact in and out of class is a most important factor
in student motivation and involvement. Faculty concern helps students get
through rough times and keep on working. Knowing a few faculty member swell
enhances students’ intellectual commitment and encourages them to think about
their own values and plans.
2. Good Practice Develops 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 ideas and responding to others’ improves thinking and deepens
understanding.
3. Good Practice Uses Active Learning Techniques
Learning is not a spectator sport. Students do not learn much just sitting
in classes listening to teachers, memorizing prepackaged assignments, and
spitting out answers. They must talk about what they are learning, write
reflectively about it, relate it to past experiences, and apply it to their
daily lives. They must make what they learn part of themselves.
4. Good Practice Gives Prompt Feedback
Knowing what you know and don't know focuses your learning. In getting started,
students need help in assessing their existing knowledge and competence. Then,
in classes, students need frequent opportunities to perform and receive feedback
on their performance. At various points during college, and at its end, students
need chances to reflect on what they have learned, what they still need to
know, and how they might assess themselves.
5. Good Practice Emphasizes Time on Task
Time plus energy equals learning. Learning to use one's time well is critical
for students and professionals alike. Allocating realistic amounts of time
means effective learning for students and effective teaching for faculty.
6. 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.
7. Good Practice Respects Diverse Talents and
Ways of Learning
Many roads lead to learning. Different students bring different talents and
styles to college. Brilliant students in a seminar might be all thumbs in
a lab or studio; students rich in hands-on experience may not do so well
with theory. Students need opportunities 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.