A brief history of the seven principles for good practice in undergraduate education

Abstract

The development of the Seven Principles for Good Practice in Undergraduate Education has been a collaborative effort among researchers, faculty members, and administrators from a wide range of U.S. colleges and universities.

Successful Application of Active Learning Techniques to Introductory Microbiology

“…The students learned that they could have fun while using the technical and analytical skills acquired in class to isolate and identify organisms from an environmental source of their own choice. The group presentation and peer evaluations demonstrated the effectiveness of their interpersonal communication (13) and cooperative learning (11), while the paper assessed each student's critical thinking skills.…”

Denying Traditional Senses: lessons about programme change

“…Indeed, researchers have found that such social interaction advances individual cognitive development, which spawns greater academic achievement than do most conventional learning activities (Dansereau, 1983;Johnson & Johnson, 1983;Slavin, 1983;Frierson, 1986;Triesman, 1986). In 1986, Chickering and Gamson, in the company of a panel of nationally recognized scholars, pulled a solid base of longstanding research together to arrive at the Seven Principles of Good Practice in Undergraduate Education (Gamson, 1991). Good practice, they surmised, encourages student-faculty contact, co-operation among students, active learning and prompt feedback.…”

Market Game

“…According to (Tanabe, 1997) (Gramigna, 1993) (Gamson, 1991), business simulation games characteristics [24] [12] [11]:…”