Honolulu

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 History Calendar for

Hawaiian Historical Society New HHS Publications Ka Mooolelo Hawaii The History of Hawaii Hawaiian Journal of History, Volume 39 Hawaiian History Calendar for 2006 About HHS HHS Library Publications Reference History Moments Historic Register Links Site Map Search The first Hawaiian Historical Society Pa‘a Mo‘olelo Award has been presented to Esther T. Mookini. Click here to read more about the award and its first recipient. Welcome Welcome to the on-line service of the Hawaiian Historical Society . Founded in 1892, the Society is dedicated to preserving historical materials relating to Hawai‘i and the Pacific region and to publishing scholarly research on Hawaiian and Pacific history. In addition, the Society presents lectures and other programs, free to the public, on various aspects of Hawaiian history. The Library of the Hawaiian Historical Society provides a research collection of printed and manuscript material for use by scholars, historians, history buffs, serious students, Society members, and others in the community interested in the history of Hawai‘i and the Pacific Island area. The Hawaiian Historical Society is widely known through its publications , which include a Papers series published between 1892 and 1940, Annual Reports, The Hawaiian Journal of History, and books emphasizing original sources. Hawaii History Moments are short descriptive essays on various topics from Hawai‘i’s colorful history, originally written as texts for a series of radio broadcasts. The Hawaiian Historical Society Web Reference Collection contains a convenient assortment of bibliographies, lists, and other guides useful in researching Hawai‘i’s past. This selective list of links to other sites on the World Wide Web provides pointers to material of particular interest to historians. Use this link to search the entire Hawaiian Historical Society Web site for topics of interest. Dedicated to collecting and preserving historical materials related to Hawai‘i.

Hawaii Honeymoon

Maui Hotels - Kaanapali Beach Hotel - Hawaii Vacation Packages Discover Maui's Hawaiian Hotel Kaanapali Beach Hotel is the ideal vacation experience for travelers worldwide. Come explore why the hotel has been named as one of the world's Best Places to Stay by the readers of Conde Nast Traveler Magazine, and Travel & Leisure Magazine's #1 Best Value Hotel in Hawaii . Online Reservations The Resort, Rooms, and Rates Kupanaha: Maui Magic for All Ages -- Discounted Maui Travel Packages View Our Hotel Video Discounted Air, Room & Car Inclusive Packages NEW! The official website of Kaanapali Beach Hotel features comprehensive information about Maui's Most Hawaiian Hotel and Maui, including award-winning dining , numerous ocean and land activities , Hawaiian activities at the hotel, planning a Maui wedding , our complimentary kids program , guest comments , and much more! Website Spotlight Save on Airfare Save $$ By Booking Air, Room & Car Together. Internet Specials See the Whales on Maui and Save $260! Room Information Take a 360 virtual tour and learn everything about our rooms. Vacation Packages We have a package for every desire. Book a Maui vacation package and save! The Plantation Inn Looking for a Bed & Breakfast? Click here! Best Places to Stay Gold List Conde Nast Traveler Magazine Hawaii's Most Hawaiian Hotel Waiaha Foundation #1 Best Value in Hawaii Travel & Leisure Magazine Home | FAQs | About Us | Contact Us | Travel Agent Resources | Site Map 2525 Kaanapali Parkway • Lahaina, Maui, Hawaii 96761 USA Toll Free U.S. & Canada: +1-800-262-8450 • Worldwide Direct: +1-808-661-0011 Reservations Fax: +1-808-667-5978 • Guest Fax: +1-808-667-5616

HAWAII CRUISE - SOUTHERN

Tour Info Schedule of all Tours - Badger Coaches Schedule of all Tours Gambling Madison One-day Milwaukee One-day Extended - Pride of Aloha HAWAII CRUISE - SOUTHERN TREASURES - NEW YORK CITY EXPLORER - CANADIAN ROCKIES! - "SHOW ME" MISSOURI - SOUTHERN CALIFORNIA SUNSHINE - HOLLAND TULIP FESTIVAL - SPRING MOUNTAIN ESCAPE - Louisville's Riverboat Races - Historic Washington DC & Pennsylvania - APOSTLE ISLANDS - Quebec's International Fireworks Competition - New Mexico Value Vacation - POLAR BEAR EXPRESS - Iowa's Boats, Bluffs & Field of Dreams - WESTERN WONDERS - Spring Mystery -- Where's Bucky Now? - Trophy Walleye Fishing Resort - Rocky Mountain Adventure - Niagara Falls & Toronto - Pittsburgh Panorama - NEW YORK, NEW YORK!!! - Southern Sights & Sounds - Minnesota's Mansions & More - Historic Bluff Country - Backroads of NEW YORK - Featuring Adirondacks, Lake George, Cooperstown & The Hudson Valley - Smoky Mountain Fall Foliage - BRANSON HOLIDAY! - KANSAS CITY CHRISTMAS - Mackinac Island & Agawa Canyon Fall Foliage - Holiday Mountains, Mansions & Music - Branson NEW YEAR'S CELEBRATION - Toronto Theatre Thanksgiving Getaway - CZECH IT OUT! - Best of Wisconsin's West! - Travel Back In Time Seven Reasons Why Badger Tours Are Worry Free Policies and Procedures Newsletters All Tours Extended Pride of Aloha HAWAII CRUISE Start Date Feb. 9th 2006 Wednesday Cost $4099.00 Single End Date Feb. 19th 2006 Wednesday $2839.00 Double Pride of Aloha Hawaii Cruise Early Booking Bonus: $75 Tour Features 7 Night Cruise Aboard the Norwegian Cruise Lines Spirit of Aloha 2 Nights at Ohana East in Waikiki Native Hawaiian Tour of the Oahu and the Ancient North Shore Fresh Flower Lei Greeting 25 Meals - 9 Breakfasts, 7 Lunches and 9 Dinners Ports of Call Kahului - Maui Honolulu - Oahu Nawiliwili - Kauai Hilo - Hawaii Big Island Kona - Hawaii - Big Island At each of these ports of call you will have the option of touring on your own or joining a ship sponsored shore excursion to many of the islands highlights and attractions. You will have the assistance of a knowledgeable Badger Tour & Travel Guide to help you with these options while on this program. Reservations accepted prior to11/4/05. Please call for availability after that date. Protection Plan is $203 pp based on double occupancy and $287 single. Call for a full Tour Itinerary: Badger Tour & Travel in Madison 608-255-4040 or 800-442-8259 (Outside Madison); and Badger Tour & Travel in Milwaukee 414-727-5500 or 800-442-8259 (Outside Milwaukee). The Early Bucky Gets The Gopher! -- Home | About Us | Charter/Rental Info | Tour Info | Route/Schedule Info | Contact Us • Main Office 608-255-1511 • Tour Department 608-255-4040 • Madison Depot 608-255-6771 • Milwaukee Depot 414-276-7490 • School Bus 608-222-9883 © 2005 Badger Coaches, Inc. | Site Map