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SEVEN PRINCIPLES FOR GOOD PRACTICE SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION By Arthur W. Chickering and Zelda F. Gamson Reprinted with permission. 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 and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. We can do it ourselves - with a little bit of help... These seven principles are not ten commandments shrunk to a 20th century attention span. They 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 alone on its own, when all are present their effects multiply. Together they employ six powerful forces in education: activity, expectations, cooperation, interaction, diversity, and 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, underprepared. But the ways different institutions implement good practice depend 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. With the implications of this research for practice, we hope 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? Seven Principles of Good Practice. 1. Encourages Contact Between Students and Faculty 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 plans. 2. Develops Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort that 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. 3. Encourages 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. 4. Gives 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. 5. 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 of high performance for all. 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 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 extraefforts. 7. 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. 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. Teachers and students hold the main responsibility for improving undergraduate education. But they need a lot of help. College and university leaders, state and federal officials, and accrediting associations have the power to shape an environment that is favorable togood practice in higher education. What qualities must this environment have? A strong sense of shared purposes. Concrete support from administrators and faculty leaders for those purposes. Adequate funding appropriate for the purposes. Policies and procedures consistent 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 themselves as educators. Adequate resources are put into creating opportunities for faculty members, administrators, and students to celebrate and reflect on their shared purposes. Faculty members receive support and release time for appropriate professional development activities. Criteria for hiring and promoting faculty members, administrators, and staff support the institution's purposes. Advising is considered important. Departments, programs, and classes are small enough to allow faculty members and students to have a sense of community, to experience the value of their contributions, and to confront the consequences of their failures. States, the federal government and accrediting associations affect the kind of environment that can develop on campuses in a variety of ways. The most important is through the allocation of financial support. States also influence good practice by encouraging sound planning, setting priorities, mandating standards, and reviewing and approving programs. Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions. These sources of support and influence can encourage environments for good practice in undergraduate education by: setting policies that are consistent with good practice in undergraduate education, holding high expectations for institutional performance, keeping bureaucratic regulations to a minimum that is compatible with public accountability, allocating adequate funds for new undergraduate programs and the professional development of faculty members, administrators, and staff, encouraging employment of under-represented groups among administrators, faculty members, and student services professionals, and providing the support for programs, facilities, and financial aid necessary for good practice in undergraduate education. HAWAIIAN MUSIC HAWAIIAN BOOKSHawaiian gifts, Christmas, music, books, art, and products - a large online Hawaii shopping mall. Aloha ! HOME CHRISTMAS GIFTS HAWAIIAN MUSIC HAWAIIAN BOOKS HAWAIIAN VIDEOS CLOTHING ETC. 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Advertisement Most Popular Nudist Beaches in Hawaii Hawaii Photos Hawaii Pictures Life's a Beach in Hawaii - Our collection of photos of peopl... Hawaiian Island Scorecard What's Hot Top Picks in Hawaiian Coffee Kamehameha the Great Kalua Pig Waikiki Beach, Oahu - Life's a Beach in Hawaii - Hawaii Beac... Best Beaches 1999 Related Topics Air Travel Cruises Honeymoons / Romantic Getaways Surfing / Bodyboarding Travel with Kids Topic Index | Email to a Friend Our Story | Be a Guide | Advertising Info | Work at About | Site Map | Icons | Help User Agreement | Ethics Policy | Patent Info. | Privacy Policy | Kids' Privacy Policy ©2006 About, Inc., A part of The New York Times Company . All rights reserved. Around About Tips to Losing Weight Guide to Distance Learning How to Travel for Less PHOTOS: Italy PHOTOS: Hybrid Cars What's Hot Top Picks in Hawaiian Coffee Kamehameha the Great Kalua Pig Waikiki Beach, Oahu - Life's a Beach in Hawaii - Hawaii Beac... 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However, research over the past few decades shows clearly that Kilauea has its own magma-plumbing system, extending to the surface from more than 60 km deep in the earth. In fact, the summit of Kilauea lies on a curving line of volcanoes that includes Mauna Kea and Kohala and excludes Mauna Loa. In other words, Kilauea is to Mauna Kea as Lo`ihi is to Mauna Loa. Hawaiians used the word Kilauea only for the summit caldera, but earth scientists and, over time, popular usage have extended the name to include the entire volcano. 11 October 2002 The eruption of Kilauea Volcano that began in 1983 continues at the cinder-and-spatter cone of Pu`u `O`o (high point on skyline). Lava erupting from the cone flows through a tube system down Pulama pali about 11 km to the sea (lower left). Map of Kilauea, including location of Pu`u `O`o Sketch showing magma reservoir & active lava-tube system Kilauea is the home of Pele, the Hawaiian volcano goddess. Hawaiian chants and oral traditions tell in veiled form of many eruptions fomented by an angry Pele before the first European, the missionary Rev. William Ellis, saw the summit in 1823. The caldera was the site of nearly continuous activity during the 19th century and the early part of this century. Since 1952 there have been 34 eruptions, and since January 1983 eruptive activity has been continuous along the east rift zone. All told, Kilauea ranks among the world's most active volcanoes and may even top the list. | Eruption Update | Eruption Summary | Hazards | History | Kilauea Facts Map of the Island of Hawai`i Location 19.425 N 155.292 W Elev. Above Sea Level 1,277 m 4,190 ft Area 1,430 km 2 552 mi 2 (13.7% of Hawai`i) Volume 25,000-35,000 km 3 6,000-8,500 mi 3 Hawaiian Meaning The Hawaiian name "Kilauea" means "spewing" or "much spreading," apparently in reference to the lava flows that it erupts. Most Recent Eruption Continuous since January 3, 1983 Number of Historical Eruptions 61, not counting the continuous lava-lake activity in Halema`uma`u crater Summit Caldera The caldera itself has no Hawaiian name other than Kilauea but houses the famous crater, Halema`uma`u; "hale" is a house, "ma`uma`u" a type of fern. Kamapua`a, a jilted suitor of Pele, is said to have built a house of ferns over Halema`uma`u to keep Pele from escaping her home and causing eruptions. The ploy failed. Dimension: 6 x 6 km (outermost faults), 3 x 5 km (main depression) Depth: 165 m deep Age: probably several incremental collapses 500-210 years ago Oldest Dated Rocks 23,000 years old Estimated Age of Earliest Subaerial Eruptions 50,000-100,000 years Estimated Age of First Eruption of Kilauea 300,000-600,000 years before present Hawaiian Volcano Stage Shield-forming stage The URL of this page is http://hvo.wr.usgs.gov/kilauea/ Contact: hvowebmaster@usgs.gov Updated: 6 December 2005 (pnf) Hawaii Honeymoon Packages NewsHawaii Honeymoon Packages : Hawaii Travel Agency : Panda Travel Panda Travel. Serving Hawaiian Travellers for over 25 Years. Advanced Search Home About Panda Help Site Map --- FLIGHTS HOTELS VACATIONS SPECIALS CRUISES Home » News » Hawaii Honeymoon Packages News Book Now! » Hawaii Honeymoon Packages Hawaii is considered by many to be one of the most romantic locations on the planet. It's therefore no surprise that Hawaii is one of the most popular honeymoon destinations. 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