Best Practices for

Academic
Department

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Quote from Winona State
University
“The Seven Principles for Good Practice
in Education” provide a common ground
for faculty and students in their quest for
meaningful learning. As a generally
agreed-upon philosophy of "good"
teaching and learning, these principles
establish fundamental guidelines for
quality higher education and can be used
as the building blocks for success by
faculty, students, administrators and
staff.”
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Introduction
 Researchers have used the seven
principles to help faculty with
pedagogy, to make institutions
better, and to give students a better
experience during college

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First Principle - Good practice
encourages student-faculty contact
 Student to faculty contact has a major
impact on student learning and
motivation
 Faculty who are concerned about students
give them the will to keep going through
the rough times
 Students who know their faculty members
have a stronger commitment to learning
because their values and plan for the
future are guided by these faculty
members

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Second Principle - Good practice
encourages cooperation among students

 Learning can be enhanced when teams

are used in learning
 Good learning can be collaborative,
allowing students to pattern work
behavior in an academic environment
 Hands-on learning while working with
others can increase content retention
 Critical thinking is enhanced when one
works and responds to classmates’
opinions

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Third Principle - Good practice
encourages active learning

 Students need to be engaged in learning

so that it can be retained
 Students should
 talk about what they are learning
 write about it
 relate it to past experiences
 apply it to daily life
 Students need to relate the lesson or
material being covered to themselves to
make the learning more relevant

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Fourth Principle - Good practice gives
prompt feedback
 Receiving feedback on completed
assignments allows a student to focus
learning
 Students need appropriate feedback on
performance to benefit from courses
 Students need help in assessing existing
knowledge and competence
 At various points during college, and at
the end, students need a chance to reflect
on what they have learned, what they still
need to know, and how to assess
themselves

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Fifth Principle - 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
 Students need help learning time
management
 Allocating realistic amounts of time means
effective learning

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Sixth Principle - Good practice
communicates high expectations

 Expect more and you will get it

 High expectations are important for
everyone
 Expecting students to perform well
becomes a self-fulfilling prophecy
 Teachers and institutions should hold
their students and themselves to high
standards so that they can reap the
rewards of their efforts

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Seventh Principle - Good practice
respects diverse talents and ways of
learning
 People bring different talents and styles of
learning
 Students need the opportunity to show
their talents and learn in ways that work
for them
 Students need different learning
opportunities so that they can find their
preferred learning style

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Wrap-Up & Discussion
 Faculty are encouraged to use the seven
principles not only in their on campus
courses but in online courses too
 How will you use the Seven Principles as
Best Practice in your classes?

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References
 Chickering, A. W., Gamson, Z. F. (1987). Seven
principles for good practice in undergraduate
education. AAHE Bulletin, March, 3-7. (ERIC
Document Reproduction Service No. ED282491)
 Chickering, A. W., Gamson, Z. F., & Barsi. (1989).
Inventories of good practice. Milwaukee,
WI:Johnson Foundation. (ERIC Document
Reproduction Service No. ED319293)
 Winona State University (1999). The seven
principles for good practice. Retrieved August 10,
2002, from
http://www.winona.msus.edu/president/seven.htm

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