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Online Best Practices for Faculty. Marie Gould Assistant Professor and Business Administration Program Manager [email protected] Denise Padavano Associate Professor and Information Technology Program Manager [email protected] Peirce College 1420 Pine Street Philadelphia PA 19102

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online best practices for faculty

Online Best Practices for Faculty

Marie Gould

Assistant Professor and Business Administration Program Manager

[email protected]

Denise Padavano

Associate Professor and Information Technology Program Manager

[email protected]

Peirce College

1420 Pine Street

Philadelphia PA 19102

www.peirce.edu

1-888-GO-PEIRCE

abstract
Abstract
  • Online faculty members need to work smarter when they teach online. By applying the seven principles for good practice as defined by Chickering and Gamson in 1987, faculty can make their online teaching experience effective for themselves and their students.
introduction quote from winona state university
Introduction – Quote from 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.”

introduction
Introduction
  • Arthur Chickering and Zelda Gamson developed the seven principles along with scholars who had conducted research on the impact of the college experience and on issues in higher education related to the organization, economics, and policy
introduction1
Introduction
  • Researchers have used the seven principles to help faculty with pedagogy, to make institutions better, and to give students a better experience during college
objectives
Objectives
  • Discuss the seven principles for good practice in undergraduate education
  • Discuss examples and how to apply the concepts of the seven principles to distance education
first principle good practice encourages student faculty contact
First Principle - Good practice encourages student-faculty contact
  • Student to faculty contact has a major impact on student learning and motivation
  • Faculty who are concerned about students give them the will to keep going through the rough times
  • Students who know their faculty members have a stronger commitment to learning because their values and plan for the future are guided by these faculty members
second principle good practice encourages cooperation among students
Second Principle - Good practice encourages cooperation among students
  • Learning can be enhanced when teams are used in learning
  • Good learning can be collaborative, allowing students to pattern work behavior in an academic environment
  • Hands-on learning while working with others can increase content retention
  • Critical thinking is enhanced when one works and responds to classmates’ opinions
third principle good practice encourages active learning
Third Principle - Good practice encourages active learning
  • Students need to be engaged in learning so that it can be retained
  • Students should
    • talk about what they are learning
    • write about it
    • relate it to past experiences
    • apply it to daily life
  • Students need to relate the lesson or material being covered to themselves to make the learning more relevant
fourth principle good practice gives prompt feedback
Fourth Principle - Good practice gives prompt feedback
  • Receiving feedback on completed assignments allows a student to focus learning
  • Students need appropriate feedback on performance to benefit from courses
  • Students need help in assessing existing knowledge and competence
  • At various points during college, and at the end, students need a chance to reflect on what they have learned, what they still need to know, and how to assess themselves
fifth principle good practice emphasizes time on task
Fifth Principle - Good practice emphasizes time on task
  • Time plus energy equals learning
  • There is no substitute for time on task
  • Learning to use one’s time well is critical for students and professionals
  • Students need help learning time management
  • Allocating realistic amounts of time means effective learning
sixth principle good practice communicates high expectations
Sixth Principle - Good practice communicates high expectations
  • Expect more and you will get it
  • High expectations are important for everyone
  • Expecting students to perform well becomes a self-fulfilling prophecy
  • Teachers and institutions should hold their students and themselves to high standards so that they can reap the rewards of their efforts
seventh principle good practice respects diverse talents and ways of learning
Seventh Principle - Good practice respects diverse talents and ways of learning
  • People bring different talents and styles of learning
  • Students need the opportunity to show their talents and learn in ways that work for them
  • Students need different learning opportunities so that they can find their preferred learning style
wrap up discussion
Wrap-Up & Discussion
  • Faculty are encouraged to use the seven principles not only in their on campus courses but in online courses too
  • How will you use the Seven Principles as Best Practice in your classes?
questions
Questions
  • Does anyone have any questions?
references
References
  • Chickering, A. W., Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, March, 3-7. (ERIC Document Reproduction Service No. ED282491)
  • Chickering, A. W., Gamson, Z. F., & Barsi. (1989). Inventories of good practice. Milwaukee, WI:Johnson Foundation. (ERIC Document Reproduction Service No. ED319293)
  • Winona State University (1999). The seven principles for good practice. Retrieved August 10, 2002, from http://www.winona.msus.edu/president/seven.htm
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