The Seven Principles for Good Practice

Adopted in 1990 as a pedagogical model for Winona State University, the Seven Principles for Good Practice in Undergraduate Education provide a common ground for faculty and students in their quest for meaningful learning. As a generally agreed-upon philosophy of "good" teaching and learning, these principles establish fundamental guidelines for quality higher education and can be used as the building blocks for success by faculty, students, administrators and staff.
The WSU community has committed to a continuing drive for high quality education. Many examples of the Seven Principles in action can be seen around Winona State University, in classrooms and labs, in extra-curricular and co-curricular activities, and in field experiences and internships.

Evidence of "good practice" in education manifests through faculty Professional Development Plans and in department annual reports. The following examples illustrate a few methods of how the Seven Principles guide the WSU faculty and staff.

The Seven Principles

The "Seven Principles for Good Practice in Undergraduate Education" contain guidelines for effective teaching and learning. They represent a philosophy of quality education and provide a pathway to success. These principles state that "good practice" - -

1. Encourages student-faculty contact.

2. Encourages cooperation among students.

3. Encourages active learning.

4. Gives prompt feedback.

5. Emphasizes time on task.

6. Communicates high expectations.

7. Respects diverse talents and ways of learning.

-- March 1987, co-sponsored by the American Association for Higher Education and the Education Commission of the States, as a result of a meeting supported for the authors at Wingspread in Racine, Wis. Authors include Alexander W. Astin, Howard Bowen, Carol M. Boyer, K. Patricia Cross, Kenneth Eble, Russell Edgerton, Jerry Gaff, Joseph Katz, C. Robert Pace, Marvin W. Peterson, and Richard C. Richardson, Jr.

Principle 1:

Encourages student-faculty contact.

Student motivation and involvement result from frequent student-faculty contact, in classes as well as beyond the classroom walls. Faculty concern helps students get through rough times so they can keep working toward their goals. Students who know a few faculty members closely can enjoy increased intellectual commitment and an enhanced opportunity to explore their values and future plans.

Example: The Residential College of WSU creates a living-and-learning environment beyond the classroom. Instructors and students form a learning partnership in a supportive atmosphere.

Located at Lourdes Hall, or the "West Campus," 12 blocks from the main campus in Winona, the Residential College houses 400 students in large rooms, mostly single accommodations. Living there compares to attending a private school where first-year students through seniors participate in social and cultural activities and enjoy a closer relationship with faculty and advisors.

The academic mix of the Residential College includes a freshman seminar, sophomore common reading seminar, junior on-site volunteer coordination group, senior capstone seminar, and an in-resident program with prominent scholars or artists participating with students in an array of shared experiences. Residential College faculty are located at Lourdes Hall and hold office hours there.

Studies are enhanced through consistent use of forums, discussion groups, world forum dinners, newsletters, tutors, seminar rooms, computer facilities, reading and study rooms, field trips, guest scholars, and intensive advising from faculty as well as peers.

Principle 2:

Encourages cooperation among students.

A team effort to learning establishes a cooperative environment and increases student involvement in their own learning. Meaningful learning grows from collaborative and social techniques, rather than competitive and isolated ones. The sharing of ideas, and discussing them, creates the opportunity for improved thinking and deepens understanding.

Example: Establishing effective group learning goes beyond "study groups." It must create positive interdependence and demand individual accountability of students. Self-evaluation methods as well as peer evaluations form a major component of the "cooperative learning community" established in upper division courses in the College of Education at Winona State.

Students in these collaborative learning groups work individually to learn concepts then teach it to others. Each member of the group is responsible for his or her own learning, sharing it with others, and learning what others are teaching. Group exams reflect the combined effort of the entire group and one grade is given on selected projects.

While the opportunity exists for personal creativity and accomplishment, the outcome depends on the entire team doing well - - just as it would be in an actual setting for the overall reputation and effectiveness of a school.

Principle 3:

Encourages active learning.

Learning must not be treated like a spectator sport. Students learn more by going beyond taking lecture notes and memorizing pre-packaged information to be regenerated on an exam. They must talk about their learning, write about it, relate it to past experiences and apply it to their daily lives. They must be able to make what they learn an indispensable part of them to take valuable skills and knowledge into the workplace and career pursuits.

Example: Internships and field work represent active learning as do the site-based experiences required of all students in the College of Nursing. Winona State has affiliations with two of the most prestigious health care organizations in the country -- The Mayo Clinic based in Rochester and Gundersen Lutheran Health Care Systems based in La Crosse, Wis., where students interact with working professionals and patients directly in the health care setting.

These experiences put student nurses where the patients are including their homes, hospitals, long term care facilities and schools.

Students work directly with clients in a variety of age groups including infants, school age children, adults and elderly. On-site settings include public health services where student nurses gain practical knowledge, and elementary schools where they conduct vision and hearing screenings. In some instances, clients require in-home health care services.

These site-based educational experiences comprise a vital part of the student nurses’career preparation.

Principle 4:

Gives prompt feedback.

Students need appropriate and timely feedback on performance to get the maximum benefit from their education. They need frequent opportunities to perform and receive suggestions for improvement, and they need to learn how to assess and evaluate their own learning and competency progress.

Example: Students in marketing classes in the College of Business use a computer network and laptop units to complete assignments and turn them into the instructor(s) via Email. The instructor responds to the assignments within 24 hours of the deadline allowing the students a quick turnaround time for evaluation and improvement.

This system allows the students to complete work anytime their schedule permits and turn it in at the push of a button, even in the middle of the night, rather than having to deliver hard copies to an office site by a prescribed time. It also allows the instructor closer monitoring to track student work and measure progress.

Principle 5:

Emphasizes time on task.

The basis for high performance lies in how an institution defines time expectations for students, faculty, administrators and other professional staff. Allocating realistic amounts of time builds effective learning for students and effective teaching for faculty.

Learning to use time productively establishes time management skills - - a valuable tool for students and professionals alike.

Computer assisted instruction, mastery learning, and contract learning are methods for requiring additional time outside the classroom beyond note-taking and textbook reading.

Example: The Electronic Technology Center located in Stark Hall features a multi-media learning opportunity for students and faculty. Working with computers and other peripherals, students receive a "built-in" requirement to spend time learning the equipment as well as its applications in the sciences and other disciplines.

Principle 6:

Communicates high expectations.

Raising admission standards at Winona State effectively raised the level of academic performance of students over the past five years. High admission standards contribute to the overall philosophy of "high expectation equals quality education" for students.

Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts. Setting appropriate goals contributes to successful learning for the poorly prepared as well as for the bright and well motivated.

Faculty and students alike must constantly focus on the importance of a high quality education through continual high expectations.

Example: The Honors Program at Winona State aims at the development of high potential students. Faculty and students form a community of learning in a program consisting of courses in an interdisciplinary focus in humanities, natural sciences and social sciences.

Small class sizes in the Honors Program increase learning through participation and discussion, as well as integration of knowledge from multiple sources. Students complete core courses, special seminars, designated "H" courses in their majors, and a senior project.

Some academic departments at Winona State provide their own Departmental Honors programs for upper-level majors. These include biology, computer science, English, geology, physics, mathematics, psychology, and nursing.

Principle 7:

Respects diverse talents and ways of learning.

In addition to seeking and celebrating cultural diversity, Winona State appreciates and recognizes individuality. The entire university community represents many different talents and styles of living and learning in the higher education venue.

Students need the opportunity to showcase their talents and learn in ways that work for them. They also need to be nudged into learning new ways that might not come so easily. This can be seen in the student who might be brilliant in the seminar but all-thumbs in the lab or studio, and a student rich in hands-on experience who struggles with theory. Both need to expand their learning style inventory to include experimenting with different methods.

Likewise, many educators bring individual styles and methods for teaching and sharing.

Everyone can learn from each other by expanding horizons. enriching personal experiences, and enhancing educational opportunities.

Example: A widely-diverse community such as a university presents abundant opportunities for cultural and educational enrichment. Winona State capitalizes on its rich diversity in a variety of ways such as:

Individualized degree programs at Winona State recognize the different interests and can personalize systems of instruction and mastery learning.

Independent Study courses allow students to explore new ways of learning and design their own journey of knowledge.

Adult Entry programs allow non-traditional students the opportunity to receive credit for professional experience that translates to actual course work.

Extension courses expand the boundaries of campus and provide outreach courses to students working toward degrees as well as professionals seeking additional knowledge.

Everyone bears (and shares) the responsibility for principles

While teachers and students hold the main responsibility for quality in undergraduate education, they cannot make it work by themselves. College and university leaders and administrators, state and federal officials, and accrediting associations must provide the power to help shape an environment for successful execution of the Seven Principles. This environment needs to include these elements:

a strong sense of shared purposes,

concrete support from administration and faculty leaders for those purposes,

adequate funding appropriate for the purposes,

policies and procedures consistent with the purposes, and

continuing examination of achieving the purposes.

Evidence abounds that an environment such as this can be created effectively. Each of these crucial elements depends on one inherent characteristic: the allocation of appropriate resources.

Adequate resources assure faculty, administrators and students the opportunity to reflect and celebrate on their shared purposes. Faculty receive support and release time for appropriate professional development. Criteria for hiring and promoting faculty, administration and staff support the purposes. Advising becomes an important aspect of student development. Departments, programs and class-size allow faculty and students to have a sense of community, to experience the value of their contributions, and to confront the consequences of their failures.

The state and federal governments as well as accrediting associations influence the proper environment through financial support and appropriate funding. They can influence the establishment of the Seven Principles 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 a supportive environment for the Seven Principles by:

setting policies consistent with good practice in undergraduate education,

holding high expectations for institutional performance,

keeping bureaucratic regulations to a minimum while still satisfying public accountability,

allocating adequate funds for new undergraduate programs and faculty professional development, administrators and staff,

encouraging employment of under-represented groups among administrators, faculty, and Students professionals,

providing support for programs, facilities and financial aid necessary for achieving the Seven Principles.

Using the Seven Principles as a pedagogical model at WSU forms a solid basis for the philosophies and activities leading to quality education. The principles help drive the pursuit of the Mission of WSU while providing useful guidelines for assessing and evaluating every aspect of work performed toward the goals set for students, faculty, administration and staff.