Winona State University
Office of Assessment
First, some essential information: Your College: BusinessEducation Liberal Arts Nursing Science and Technology Years you've been teaching at the College Level: How familiar are you with the Seven Principles for Good Practice? scroll down and select one very familiar familiar somewhat familiar vaguely familiar unfamiliar Do you use the Seven Principles as part of your Professional Development Plan and / or Report? yes no Good Practice Encourages Student - Faculty Contact 1. I advise my students about career opportunities in their major field. Very often Often Occasionally RarelyNever 2. Students drop by my office just to visit. Very often Often Occasionally RarelyNever 3. I share my past experiences, attitudes, and values with students. Very often Often Occasionally RarelyNever 4. I attend events sponsored by student groups. Very often Often Occasionally RarelyNever 5. I work with student affairs staff on issues related to student extracurricular life and life outside school. Very often Often Occasionally RarelyNever 6. I know my students by name by the end of the first two weeks of the term. Very often Often Occasionally RarelyNever 7. I make special efforts to be available to students of a culture or race different from my own. Very often Often Occasionally RarelyNever 8. I serve as a mentor or informal advisor to students. Very often Often Occasionally RarelyNever 9. I take students to professional meetings or other events in my field. Very often Often Occasionally RarelyNever 10. Whenever there is a conflict on campus involving students, I try to help in its resolution. Very often Often Occasionally RarelyNever Good Practice Encourages Cooperation Among Students 1. I ask students to tell each other about their interests and backgrounds. Very often Often Occasionally RarelyNever 2. I encourage my students to prepare together for classes or exams. Very often Often Occasionally RarelyNever 3. I encourage students to do projects together. Very often Often Occasionally RarelyNever 4. I ask my students to evaluate each other's work. Very often Often Occasionally RarelyNever 5. I ask my students to explain difficult ideas to each other. Very often Often Occasionally RarelyNever 6. I encourage my students to praise each other for their accomplishments. Very often Often Occasionally RarelyNever 7. I ask my students to discuss key concepts with other students whose backgrounds and viewpoints are different from their own. Very often Often Occasionally RarelyNever 8. I create "learning communities," study groups, or project teams within my courses. Very often Often Occasionally RarelyNever 9. I encourage students to join at least one campus organization. Very often Often Occasionally RarelyNever 10. I distribute performance criteria to students so that each person's grade is independent of those achieved by others. Very often Often Occasionally RarelyNever Good Practice Encourages Active Learning 1. I ask my students to present their work to the class. Very often Often Occasionally RarelyNever 2. I ask my students to summarize similarities and differences among different theorists, research findings, or artistic works. Very often Often Occasionally RarelyNever 3. I ask my students to relate outside events or activities to the subjects covered in my courses. Very often Often Occasionally RarelyNever 4. I ask my students to undertake research or independent study. Very often Often Occasionally RarelyNever 5. I encourage students to challenge my ideas, the ideas of other students, or those presented in readings or other course materials. Very often Often Occasionally RarelyNever 6. I give my students concrete, real-life situations to analyze. Very often Often Occasionally RarelyNever 7. I use simulations, role-playing, or labs in my classes. Very often Often Occasionally RarelyNever 8. I encourage my students to suggest new readings, research projects, field trips, or other course activities. Very often Often Occasionally RarelyNever 9. My students and I arrange field trips, volunteer activities, or internships related to the course. Very often Often Occasionally RarelyNever 10. I carry out research projects with my students. Very often Often Occasionally RarelyNever Good Practice Gives Prompt Feedback 1. I give quizzes and homework assignments. Very often Often Occasionally RarelyNever 2. I prepare classroom exercises and problems which give students immediate feedback on how well they do. Very often Often Occasionally RarelyNever 3. I return examinations and papers within a week. Very often Often Occasionally RarelyNever 4. I give students detailed evaluations of their work early in the term. Very often Often Occasionally RarelyNever 5. I ask my students to schedule conferences with me to discuss their progress. Very often Often Occasionally RarelyNever 6. I give my students written comments on their strengths and weaknesses on exams and papers. Very often Often Occasionally RarelyNever 7. I give my students a pre-test at the beginning of each course. Very often Often Occasionally RarelyNever 8. I ask students to keep logs or records of their progress. Very often Often Occasionally RarelyNever 9. I discuss the results of the final examination with my students at the end of the semester. Very often Often Occasionally RarelyNever 10. I call or write a note to students who miss classes. Very often Often Occasionally RarelyNever Good Practice Emphasizes Time on Task 1. I expect my students to complete their assignments promptly. Very often Often Occasionally RarelyNever 2. I clearly communicate to my students the minimum amount of time they should spend preparing for classes. Very often Often Occasionally RarelyNever 3. I make clear to my students the amount of time that is required to understand complex material. Very often Often Occasionally RarelyNever 4. I help students set challenging goals for their own learning. Very often Often Occasionally RarelyNever 5. When oral reports or class presentations are called for I encourage students to rehearse in advance. Very often Often Occasionally RarelyNever 6. I underscore the importance of regular work, steady application, sound self-pacing, and scheduling. Very often Often Occasionally RarelyNever 7. I explain to my students the consequences of non-attendance. Very often Often Occasionally RarelyNever 8. I make it clear that full-time study is a full-time job that requires forty or more hours a week. Very often Often Occasionally RarelyNever 9. I meet with students who fall behind to discuss their study habits, schedules, and other commitments. Very often Often Occasionally RarelyNever 10. If students miss my classes, I require them to make up lost work. Very often Often Occasionally RarelyNever Good Practice Communicates High Expectations 1. I tell students that I expect them to work hard in my classes. Very often Often Occasionally RarelyNever 2. I emphasize the importance of holding high standards for academic achievement. Very often Often Occasionally RarelyNever 3. I make clear my expectations orally and in writing at the beginning of each course. Very often Often Occasionally RarelyNever 4. I help students set challenging goals for their own learning. Very often Often Occasionally RarelyNever 5. I explain to students what will happen if they do not complete their work on time. Very often Often Occasionally RarelyNever 6. I suggest extra reading or writing tasks. Very often Often Occasionally RarelyNever 7. I encourage students to write a lot. Very often Often Occasionally RarelyNever 8. I publicly call attention to excellent performance by my students. Very often Often Occasionally RarelyNever 9. I revise my courses regularly. Very often Often Occasionally RarelyNever 10. I periodically discuss how well we are doing during the course of the semester. Very often Often Occasionally RarelyNever Good Practice Respects Diverse Talents and Ways of Learning 1. I encourage students to speak up when they don't understand. Very often Often Occasionally RarelyNever 2. I discourage snide remarks, sarcasm, kidding, and other class behaviors that may embarrass students. Very often Often Occasionally RarelyNever 3. I use diverse teaching activities to address a broad spectrum of students. Very often Often Occasionally RarelyNever 4. I select readings and design activities related to the background of my students. Very often Often Occasionally RarelyNever 5. I provide extra material or exercises for students who lack essential background knowledge or skills. Very often Often Occasionally RarelyNever 6. I integrate new knowledge about women and other under-represented populations into my courses. Very often Often Occasionally RarelyNever 7. I make explicit provisions for students who wish to carry out independent studies within my own course or as separate courses. Very often Often Occasionally RarelyNever 8. I have developed mastery learning, learning contracts, or computer assisted learning alternatives for my courses. Very often Often Occasionally RarelyNever 9. I encourage my students to design their own majors when their interests warrant doing so. Very often Often Occasionally RarelyNever 10. I try to find out about my students' learning styles, interests or backgrounds at the beginning each course. Very often Often Occasionally RarelyNever Return to NCA countdown
Your College: BusinessEducation Liberal Arts Nursing Science and Technology
Years you've been teaching at the College Level:
How familiar are you with the Seven Principles for Good Practice?
Do you use the Seven Principles as part of your Professional Development Plan and / or Report? yes no
1. I advise my students about career opportunities in their major field.
Very often Often Occasionally RarelyNever
2. Students drop by my office just to visit.
3. I share my past experiences, attitudes, and values with students.
4. I attend events sponsored by student groups.
7. I make special efforts to be available to students of a culture or race different from my own.
8. I serve as a mentor or informal advisor to students.
9. I take students to professional meetings or other events in my field.
10. Whenever there is a conflict on campus involving students, I try to help in its resolution.
1. I ask students to tell each other about their interests and backgrounds.
2. I encourage my students to prepare together for classes or exams.
3. I encourage students to do projects together.
4. I ask my students to evaluate each other's work.
5. I ask my students to explain difficult ideas to each other.
6. I encourage my students to praise each other for their accomplishments.
7. I ask my students to discuss key concepts with other students whose backgrounds and viewpoints are different from their own.
8. I create "learning communities," study groups, or project teams within my courses.
9. I encourage students to join at least one campus organization.
10. I distribute performance criteria to students so that each person's grade is independent of those achieved by others.
1. I ask my students to present their work to the class.
2. I ask my students to summarize similarities and differences among different theorists, research findings, or artistic works.
3. I ask my students to relate outside events or activities to the subjects covered in my courses.
4. I ask my students to undertake research or independent study.
5. I encourage students to challenge my ideas, the ideas of other students, or those presented in readings or other course materials.
6. I give my students concrete, real-life situations to analyze.
7. I use simulations, role-playing, or labs in my classes.
8. I encourage my students to suggest new readings, research projects, field trips, or other course activities.
9. My students and I arrange field trips, volunteer activities, or internships related to the course.
10. I carry out research projects with my students.
1. I give quizzes and homework assignments.
2. I prepare classroom exercises and problems which give students immediate feedback on how well they do.
3. I return examinations and papers within a week.
4. I give students detailed evaluations of their work early in the term.
5. I ask my students to schedule conferences with me to discuss their progress.
6. I give my students written comments on their strengths and weaknesses on exams and papers.
7. I give my students a pre-test at the beginning of each course.
8. I ask students to keep logs or records of their progress.
9. I discuss the results of the final examination with my students at the end of the semester.
10. I call or write a note to students who miss classes.
1. I expect my students to complete their assignments promptly.
2. I clearly communicate to my students the minimum amount of time they should spend preparing for classes.
3. I make clear to my students the amount of time that is required to understand complex material.
4. I help students set challenging goals for their own learning.
5. When oral reports or class presentations are called for I encourage students to rehearse in advance.
6. I underscore the importance of regular work, steady application, sound self-pacing, and scheduling.
7. I explain to my students the consequences of non-attendance.
8. I make it clear that full-time study is a full-time job that requires forty or more hours a week.
9. I meet with students who fall behind to discuss their study habits, schedules, and other commitments.
10. If students miss my classes, I require them to make up lost work.
1. I tell students that I expect them to work hard in my classes.
2. I emphasize the importance of holding high standards for academic achievement.
3. I make clear my expectations orally and in writing at the beginning of each course.
5. I explain to students what will happen if they do not complete their work on time.
6. I suggest extra reading or writing tasks.
7. I encourage students to write a lot.
8. I publicly call attention to excellent performance by my students.
9. I revise my courses regularly.
10. I periodically discuss how well we are doing during the course of the semester.
1. I encourage students to speak up when they don't understand.
2. I discourage snide remarks, sarcasm, kidding, and other class behaviors that may embarrass students.
3. I use diverse teaching activities to address a broad spectrum of students.
4. I select readings and design activities related to the background of my students.
5. I provide extra material or exercises for students who lack essential background knowledge or skills.
6. I integrate new knowledge about women and other under-represented populations into my courses.
7. I make explicit provisions for students who wish to carry out independent studies within my own course or as separate courses.
8. I have developed mastery learning, learning contracts, or computer assisted learning alternatives for my courses.
9. I encourage my students to design their own majors when their interests warrant doing so.
10. I try to find out about my students' learning styles, interests or backgrounds at the beginning each course.