4 edition of Applying the Seven Principles of Good Practice for Undergraduate Education found in the catalog.
|Statement||Jossey-Bass Inc Pub|
|Publishers||Jossey-Bass Inc Pub|
|LC Classifications||September 1991|
|The Physical Object|
|Pagination||xvi, 79 p. :|
|Number of Pages||98|
|2||Jossey-Bass Higher and a|
nodata File Size: 10MB.
David Urquart [i.e. Urquhart] some chapters in the life of a Victorian knight errant of justice and liberty.
Seven principles for good practice in undergraduate education. A large amount of information needs to be covered with not enough time, so teachers resort to lecture in order to economize their time to cover as much material as possible. Vary the types of interaction. At the University of Scranton, a management professor, used computer scored multiple choice tests and quizzes which allowed the professor to have the tests graded during the break that followed the test or quiz.
Revise courses when needed so students remain challenged. Give students concrete, real life situations to analyze. Regional and professional accrediting associations require self-study and peer review in making judgments about programs and institutions.
Liberal Education, 74, 223-24. Communicate high expectations: Expect more and you will get it. What better time than now? Seven Principles of Good Practice 1. The Teaching Professor, 8 45. Within one lesson, utilize a variety of learning opportunities to engage as many ways of learning as possible lecture, hands-on, visual, etc• In getting started, students need help in assessing existing knowledge and competence.
The poorly prepared, those unwilling to exert themselves, and the bright and motivated all need high expectations. For distance and online courses:• I utilized the Faculty Inventory presented at the back of this book to share with you the practices I apply in my teaching. Characteristics of good learning are collaborative and social, not competitive and isolated. People bring different talents and styles of learning to college. Consider both in and out of class time.
Ask students to summarize similarities and differences among research findings, artistic works or laboratory results. Make your expectations clear at the beginning of the class• Encourage use of internships, study abroad, service learning and clinical opportunities.
Adequate funding appropriate for the purposes.
Encourage students to suggest new readings, projects or course activities• The most important is through the allocation of financial support.
Good practice encourages active learning Learning is not a spectator sport.