Appendix A: Seven principles for good practice in undergraduate education

Chickering, Arthur W.; Gamson, Zelda F.

doi:10.1002/tl.37219914708

Cited by 206 publications

(149 citation statements)

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“…Many studies in undergraduate education, along with new developments and adaptations in classroom instruction utilize these principles (Bangert, 2004;Chickering & Gamson, 1991;Chickering & Gamson, 1999;Crews, Wilkinson, & Neill 2015;Leibold & Schwarz, 2015;Mandell, 2016;McCabe & Meuter, 2011;Panther Bishoff, 2010;Tirrell & Quick, 2012).…”

Section: Active Learning Environments For Undergraduate Coursesmentioning

confidence: 99%

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

Erol

Özcan

Luft

2016

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KeywordsIn Turkey, funding for higher education institutions has increased drastically in the last ten years. This has caused a profound increase in the number of new universities and undergraduates. As a result, there has been a focus on the design and construction of new buildings on the campuses, but not in the design of the classrooms. This oversight has resulted in omission of contemporary active learning environments such as Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP).SCALE-UP classrooms are highly interactive learning environments equipped with technologies for large enrollment introductory undergraduate courses. They were initially designed to cultivate student learning through collaborative problem solving in the sciences. In a SCALE-UP classroom, the instructor circulates around the room and asks students questions, encourages students to share their work, and supports student learning in groups. This pedagogical approach encourages students to question and collaborate with their peers, while learning content.In this paper, the SCALE-UP approach was explored with an experiential qualitative method through observations, interviews, and various documents. The observations occurred in different SCALE-UP classrooms over the course of a semester. Interviews were also completed with the creator of the SCALE-UP classroom, who also coordinates a network all around the world. In addition, the first author's journal regarding SCALE-UP classrooms was a source of information.Although the SCALE-UP system is catching on globally, it is a new concept for Turkish universities. The increase in student learning and the desire to learn in this novel setting reinforce the importance of this classroom design. With these results, we suggest to the authorities and instructors of the Turkish universities that SCALE-UP classrooms should be implemented throughout Turkey.Higher education SCALE-UP classroomActive learning Technology incorporationExperiential Qualitative Method Practitioner inquiryArticle Info

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Section: Active Learning Environments For Undergraduate Coursesmentioning

confidence: 99%

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

Erol

Özcan

Luft

2016

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“…Students completed three sets of written assignments to document what they had learned: (1) a daily log of their six-week activities; (2) a journal documenting their daily reflections of their learning; and (3) at the end of the six-week period and under a separate, elective course number, a report capturing key aspects of their overall ICL experience-a description of their community (geographical, demographic and historical information), aspects of their pre-ICL expectations that had been met, as well as those that had not and a summary of the recurrent learning themes within their reflective journals. Throughout, instructional and learning procedures were guided by careful small-setting application of Chickering's Seven Principles for Good Practice in Undergraduate Education [38].…”

Section: Designmentioning

confidence: 99%

Addressing Cultural Competency in Pharmacy Education through International Service Learning and Community Engagement

et al. 2013

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This paper describes the design, implementation and evaluation of a course in international service learning and community engagement for pharmacy undergraduate students. The course offered students opportunities to cultivate cultural competency in an international setting foreign to their own-Sub-Saharan Africa. The experience consisted of predeparture preparation seminars followed by subsequent community immersion to experience, explore and confront personal attitudes and perceptions. A key feature of this course was its emphasis on a continuing cycle of learning, community engagement and reflection. Three students participated, a near-maximum cohort. Their daily self-reflections were qualitatively analyzed to document the impact of their cultural learning and experiences and revealed meaningful learning in the domains of self-assessment and awareness of their personal and professional culture, exposure to a participatory health delivery model involving the patient, the community and a multidisciplinary team and opportunities to engage in patient care in a different cultural setting. This proof-of-concept course provided students with OPEN ACCESSPharmacy 2013, 1 17 experiences that were life-changing on both personal and professional levels and confirmed the viability and relevance of international service learning for the pharmacy field within its university-wide mandate.

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“…A format for classroom instruction is The Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1991). The Seven Principles, supported by research, are based on an underlying view of education as active, cooperative, and demanding.…”

Section: Literature Surveymentioning

confidence: 99%

“…According to the Chickering & Gamson (1991) good practice in undergraduate education: (1) encourages contact between students and faculty, (2) develops reciprocity and cooperation among students, (3) encourages active learning, (4) gives prompt feedback, (5) emphasizes time on task, (6) communicates high expectations, and (7) respects diverse talents and different ways of learning. The principles were derived without reference to technological tools used in the student learning process.…”

Section: Literature Surveymentioning

confidence: 99%

Interviewing the Experts: Student Produced Podcast

Armstrong¹,

Tucker²,

Massad³

2009

JITE:IIP

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Executive SummaryClassroom instruction continues to change dramatically with new technology and pedagogy. Faculty aspire to develop innovative programs and creative education while seeking effective teaching strategies that capitalize on emerging technology and invoke student interest and involvement. Research shows that student involvement, hands-on projects, and teamwork are successful pedagogical approaches (Kayes, Kayes, & Kolb, 2005;McKeachie 1994;Passman 2001). This paper describes a creative project for students that showcases technology and student involvement. Additionally, the assignment is consistent with the seven principles for good practice in higher education (Chickering & Gamson, 1987) and provides desired outcomes to business education such as business fundamentals, critical thinking, teamwork, and technology skills.Students prepare a team-based research presentation on a topic that incorporates a student produced podcast. Students produce and share a podcast in which they interview an expert or knowledgeable individual in the research topic area. By producing podcasts, students have the opportunity to research and analyze information, communicate effectively, and incorporate the opinions of experts in a cutting-edge way. Producing and comparing their own work to that of others can give students a valuable perspective on their own abilities and inspire them to try new ideas or techniques.Software programs and computers make it easier to record and edit audio and video programs than in the past. During the course of the project, students are exposed to Audacity, Windows Movie Maker, Visio, FreeMind, new search engines, HTML and RSS code, FTP, and the operation of digital and audio recorders. The instructor has the option of providing access to the podcast to a course management system such as Blackboard; making each team's podcast available for campus consumption by uploading the podcast to a restricted website; or providing unrestricted access by posting the podcast to iTunes or similar podcast subscription service.We utilized an evaluation questionnaire to assess the effectiveness of the project. From the students' perspective, the project was very effective in meeting educational objectives. The design of the project utilizes the seven principles for good practice in higher education, and skills students need to produce the podcast are consistent with desired learning outcomes. Student produced podcasts Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requi...

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Appendix A: Seven principles for good practice in undergraduate education

Cited by 206 publications

References 0 publications

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

Addressing Cultural Competency in Pharmacy Education through International Service Learning and Community Engagement

Interviewing the Experts: Student Produced Podcast

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