I have written a brief explanation below of how I use the 7 Principles of Good Undergraduate Education by Chickering and Gamson to focus students' attention on good learning principles. I have also included the writing assignment statement followed by the Seven Principles in case anyone would like to try this exercise in their classes and several recent student responses to the assignment. Perhaps you can see some of your students' attitudes reflected in these in these examples. These materials are followed by internet responses.

In addition to content driven group work I give a writing assignment after the 3rd or 4th class which asks the students to analyze an article from the Wingspread Journal entitled "Seven principles for Good Practice In Undergraduate Education" by Chickering and Gamson. There are several reasons why I give this exercise. First it calls their attention to my teaching practices and invites them to join me by making suggestions on how to use the principles in algebra, second it focuses their attention on their responsibilities, which are needed to insure their success, and it emphasizes the use of writing in a math class, even though it is not mathematical writing. I like to encourage students to communicate with me in as many ways as possible. Especially at the beginning of the semester when they are hesitant to speak up. Using a writing assignment gives them that opportunity. As you will read in the student samples not all the students are enthusiastic about group learning. After a few weeks of practice and discussions about my processes most students relax and enjoy the class.

I would appreciate your comments or your own examples of how you communicate with your students, especially about your teaching techniques, and how you encourage them to communicate with you.

Thanks in advance

Ted Panitz

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I WOULD LIKE YOU TO ANALYSE THE ATTACHED LIST OF PRINCIPLES SUGGESTED FOR GOOD UNDERGRADUATE EDUCATION. IN PARTICULAR PLEASE ANSWER THE FOLLOWING QUESTIONS AND ADD ANY ADDITIONAL OBSERVATIONS OR COMMENTS YOU WOULD LIKE TO.

-HOW DO THESE PRINCIPLES APPLY TO ALGEBRA?

-CAN YOU THINK OF ACTIVITIES THAT WOULD BE HELPFUL IN OUR CLASS WHICH WOULD FACILITATE THE PRINCIPLES?

-DOES THE IDEA OF WORKING WITH OTHER PEOPLE CONCERN YOU?

-PLEASE ADD ANY ADDITONAL COMMENTS YOU FEEL ARE APPROPRIATE TO THIS TOPIC OR FOR RUNNING THE CLASS.

PLEASE SUBMIT AS A MINIMUM A ONE PAGE TYPED ANALYSIS. ALSO IT WOULD BE HELPFUL TO ME IF YOU ADDRESSED EACH OF THE SEVEN PRINCIPLES, IN WHAT EVER ORDER YOU FEEL COMFORTABLE WITH. I AM VERY INTERESTED IN HEARING YOUR THOUGHTS ON THIS ARTICLE SINCE MY PHILOSOPHY OF TEACHING AND EDUCATION, IF NOT LIFE, IS EMBODIED IN THESE IDEAS. IT WILL BE ESPECIALLY HELPFUL TO ME TO GET YOUR INPUT, SUGGESTIONS, AND HEAR YOUR CONCERNS AT THIS EARLY STAGE OF THE SEMESTER. YOU YOU MAY WRITE WHAT EVER YOU THINK. I AM NEVER OFFENDED BY CONSTRUCTIVE CRITISM OR OBSERVATIONS.

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SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION

by Arthur W. Chickering and Zelda F. Gamson

From the Wingspread Journal-- special edition

Summary-

Following is a brief summary of the Seven Principles for Good Practice in Undergraduate Education as compiled in a study supported by the American Association of Higher education, the Education Commission of States, and The Johnson Foundation.

1. GOOD PRACTICE ENCOURAGES STUDENT FACULTY CONTACT

Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

2. GOOD PRACTICE ENCOURAGES COOPERATION AMONG STUDENTS

Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions improves thinking and deepens understanding.

3. GOOD PRACTICE ENCOURAGES ACTIVE LEARNING

Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

4. GOOD PRACTICE GIVES PROMPT FEEDBACK

Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

5. 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 professional alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty and administrators, and other professional staff can establish the basis for high performance for all.

6. GOOD PRACTICE COMMUNICATES HIGH EXPECTATIONS

Expect more and you will get it. High expectations are important for everyone- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts.

7. GOOD PRACTICE RESPECTS DIVERSE TALENTS AND WAYS OF LEARNING

There are many roads to learning. people bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well in theory. Students need to opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily.

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I think the article on the Seven principles for Good Practice in Undergraduate Education are concepts all schools should adopt, whether colleges, high schools or elementary schools. I have found for myself that communicating with instructors who make themselves accessible gives me a morale boost, as they have worked with me when I have had personal problems which interfered with my class work. Having the lines of communication open gives my instructors reasons why I am absent from class or why I did not do as well on an exam as I should have. Instructors I have had have been very understanding and helpful. This makes it so I do not feel as guilty and gives me encouragement to achieve more because they have been understanding. I do not constantly have things happen, but with raising three children on my own, from time to time something does arise which I have no control over, and they still take priority over my own studies.

When it comes to team effort I agree. I personally do not like to feel I am competing for top grades with other students. I do find working with others gives me a better feeling about myself and those around me. I like to hear others' ideas and thoughts. Sometimes it has changed my own view of the situation. I have to agree also with the statement that students do not learn much from listening to lectures and taking notes. Working in groups as we have been doing in this class, helps to relax the atmosphere and reduce anxiety. Having someone to work with on a problem helps both of us to understand it. Then sometimes we can say "ah, we aren't so dumb!". It

helps in algebra to do the problems on the board, and also to do the worksheets in class. Also to be able to say "Well this is how I was taught to do this." and then to learn there is a way to do the problem that is easier.

I think in your class you are already bringing out the seven items. So far I have not felt the anxiety I usually feel in math class, making it easier for me to learn. The idea of working together with other people does not really concern me unless I am working with a student who really just does not care or if the person gives the sigh of superiority when I do not understand something. Otherwise I have no complaint.

The Seven principles are all very, very important. Without one of these you don't have the other. By this, I mean that they all connect and work together. I strongly believe that knowing your teacher well and feeling comfortable around them makes your ability to learn and ask questions a lot easier. In algebra, cooperation among students as a group is definitely, without a doubt, more useful. I found out my first week that we all have the same difficulties and fears about the course. So by working together as a group and not on oput own, it helps you to solve the problems better rather than struggling by yourself. As far as feedback I always think it is really important to hear other people's evaluations so that you know what other people are getting out of what you are saying. When starting school, and changing your daily lifestyles, time management is the most important thing. You need to really sit down and plan time for homework and studying and limiting yourself because it is crucial that you stay up to date with your class and focus on what you are learning. You will most likely need to make some sacrifices, like stop watching T.V. at night or stop going out so much. I think it is definitely worth it.

To wrap this up I don't have any concerns about working with other people. I think getting in pairs everyday and working on problems and then discussing difficulties is working great!! But one thing I do want to bring to your attention on behalf of the whole class is you need to be clear about what is the correct way to solve a problem and what is the acceptable answer to the problems. Because like myself and many other, anything we might have learned in high school we have all forgotten. Please be more specific for our benefit. Okay? Overall so far things are going smoothly.

Ted's note:
(By way of explanation- I start from the very beginning to
encourage students to chose what ever method they like, not
just accept my suggestions. Also answers may be written as
decimals, fractions or mixed numbers. Each is correct, but they
want to know which will they get credit for on their tests.
My response frustrates them at first since I tell them that I
will accept any correct answer of their choice. They get used
to this after the first Mastery Demonstration, when they see
that they will not be penalized for an answer which is different
from mine.)

In a symphony orchestra, there is a large group of people and a conductor who leads many different kinds of people, playing a wide variety of musical instruments. There are the strings, brass, woodwind and percussion sections needed to present the beautiful sound of music. Its a blending of individuality by homogeneous elements. Like a great conductor, a teacher is one who leads or shows the right way for his/her students in their learning and understanding new material. Teachers ask for feedback from their students, so that he/she may be able to be assisted in their learning process. Not everyone is in tune with each other all the time, while they are learning something new. It takes a good teacher to help motivate and build one's own expectations.

Students are all different, no two are the same; each one has his/her own past experiences in learning, some were good, some were not. It's nice having a teacher walk into the classroom with a smile on their face. It makes everyone feel comfortable, instead of feeling as though they are about to be blindfolded and placed in front of a firing squad, to face the task of algebra. It's not just a learning experience, it's an improvement towards our future goals. I like working in groups, learning different ways of doing math. I have never been taught math in this manner before. Some ideas from the other students have helped me get a better grasp on algebra. I look forward to the rest of the semester.

I can not concentrate very well when I have someone looking over mu shoulder and pushing me to do the best I can. That is what I do; I do the best that I can when I do anything. When a teacher encourages me too much I feel that I can not meet up with that teachers expectations of me. That makes me feel upset and I just kind of give up. I also do not believe in studying in groups. I think math becomes more competitive when working in a group. I believe students should voice their own ideas and opinions to their teachers to give them a better understanding of how they are teaching and how the students are learning. I think one class, every two weeks or so should be set aside to openly voice opinions about math and/or other subjects that are troubling them, to see if anyone else could shine some light on the problem.

My very first thought of taking algebra scared me out of my wits. I actually enjoyed Basic Math, partly because of the professor, and partly because of my classmates. Although we did not work in groups, and I thought this was a strange way to teach, I now understand and like this approach. All of these seven principles are offered at this college. The help is there for any student, they need only to ask for it. Student-faculty contact is important, but a student should feel somewhat comfortable with the teacher. I had a sour experience with my English Comp. I teacher, therefore I was leery of Comp. II. Feedback is great, whether it be praise or a little criticism, it makes a person try harder. To expect more doesn't mean you will always get it. To some people who expect more means, do it or else. This could lead to a stressful time for them. These principles apply to algebra because math is cumulative and practice makes perfect. Working in groups does not concern me other that the fact that some groups get a little loud and off track sometimes, but you are getting everyone under control quite nicely.

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FACULTY RESPONSES

From: Daniel Ray DIALUP <dray@cencom.net>

The Seven Principles of Good Learning look very good. I can't exactly

tell which grade these principles are applied -- they would be good for

many -- but it did seem to be maybe freshman college. I wanted to

mention that it seems very close to what Springfield District 186 is

pursuing in their Elementary 5 and 6th grade centers in IL. All of their

classes (most) are in teams of four kids and themes are implanted into

all subjects for about 6 weeks at a time -- which means a student might

have math or a theme of some significance in english, PE, history, social

studies and spelling etc. and they work in groups. Additionally, these

5th and 6th graders research from the library and their home room via both

reference books and via the internet and again in teams.

The project has been going on now for about three years and is

now expanded into 7th and 8th grades.

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From Brenda Dawe <daweb@k2.kirtland.cc.mi.us>

This is amazing! I have had little formal teaching yet find that having

done it for the past twelve semesters, I have adhered to these same"Seven

Principles of Good Undergraduate Education" all along---mostly.

I tell my students from day one that I am their "guide", and only as strong

as the weakest of them. I make myself accessable, approachable, and

appreciable to and of each. This is not to say I am gullable nor will I

tollerate lies or disruptive behavior.

Partners are assigned from the first but changed often. This gives them

opportunity to know each others strengths and weakness without being locked

into a "twoness" with someone they don't /can't work with. (I tell them

they are "one" only for class purposes and as adults can muster tolerance

and control for a few short weeks.)

Principle #3: Active Learning, is handled by the various subject materials I

incorporate into the course: Modeling the book examples, video tape with

work books, practice lessons, weekly journal entries, one-on-one and group

question/responses, play acting, video taping, and weekly quizes that are

pass or fail graded. In a class limited to 15 students, I have time to

address each one every session.

Prompt feedback is done in this one-on-one time enabling me to correct them

on the spot. Each student is different in their acceptance of correction so

I use various methods in handling them. It is just something I have to be

alert to and generally trial and error it. Mostly, I keep a sense of humor

and smile a lot. I at times ask them (in practice) to evaluate each other

but critiques must include 2 positive to each negative.

#5: Time on TAsk? That's the hardest. I share the college philosophy of

two hours out of class for each credit hour of subject, but due to the

nature of my courses (American Sign Language) they tend to take more hours

than that to get good at signing. I, myself, am best at "Do what I

say...not as I do!"

I Always convey to each new group that I will give them three times more

than they can consume. Like a good smorgasboard restaurant, I want them to

get full and want to come visit again and again. Many will only take the

salad bar but over the years I have had exceptional students set up their

own restaurants. This is most gratifying!

#7: Respect diverse talents? I'm a networker by heart and trade. I have

the students interview each person they work with and include it in their

journals. The talents and professions represented in the group is always

surprising and rewarding. Each has some little or major thing to add and

are encouraged by the fact that others are interested in that skill or

experience.

If I could add one more thought or principle to the seven given, I would say

that it's also important to recognize the identity of the "group". Just as

you can take the same orchastra's instruments and create a rock, jazz,

blues, or classical concert, you change the makeup of your group and the way

you approach (teach-guide) them has to change also.

Signingly Yours, Brenda Dawe email: daweb@k2.kirtland.cc.mi.us

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From: SSloan@VAX2.Winona.MSUS.EDU (Sally Sloan, PhD)
Subject: Re: Seven Principles of Good Education

Sloan in response to Ted Panitz great 7 Principles writing idea

Just a few suggestions: I never tell my college students how long a paper

should be. (I did not specify when I taught high school either) Yes it

frustrates them but it also initiates that "teachable moment" when you can

discuss what it means to complete a task. I always say a paper should be

just as long as it takes to accomplish the task. I do occasionally suggest

that 40 pages would be too long for an article such as the 7 Principles

Reaction paper. I also discuss (briefly) how hard it is for most of us to

write concisely, especially in a limited time. I then give my pitch about

them being adults who really do know when they have done what was asked,

not to mention how well it was done. Like Ted I also like to have writing

assignments early in a term so the first time they are denied precise

instructions about length of papers also often precipitates discussions of

grading criteria - which is fine with me!

There have been some very interesting initiative related to writing in all

classes as well as math. The Univ of MN ran a program training faculty how

to incorporate writing into their curriculums. One of the axioms they

preached was the need to decide in advance what you want from the papers,

e.g., content accuracy, construction, grammar, creativity, etc. They

suggest that if grammar and format are not important - do not grade them. I

experience some resistance from math students who do not believe that I

should ever grade their grammar and spelling. Since I teach future

teachers, that resistence inspires a discussion of why language arts are

important for teachers and the role of language in learning

mathematics...another teachable moment!

Thanks Ted for the summary and suggested writing assignment - I am going

to try it next term!

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From: "Bia Bernum" <BIAB@cc1.uca.edu>

I was very interested in your approach to groups and the student

comments. What do you do to prepare them for group work? I found

that just putting them in groups, asking them to introduce each other, and

move on to the task is not enough. I think they need to understand how

groups function, so I review the task and maintenance functions,

characteristics of "good" group members, personality styles,

leadership, expectations, assertiveness, stages to group development, etc.

It seems that once they have a basic understanding, they do better.

They also see the benefit of having both a "tasky" person and having a

"social" person. I also don't think students are prepared well

enough to deal with problem-solving techniques (they tend to jump to

the solution and not spend enough time reviewing the problem) and

need more instruction in that area. In my area (speech

communication), it is easy to discuss group behavior because it goes

with the territory, but math, how do you do it?! How does everyone

else do it? Small groups seem to be gaining in popularity as a

classroom technique, but how do you prepare them to be an effective

group participant?

Bia Bernum
023 Main
Department of Speech, Theatre, and Mass Communication
University of Central Arkansas
Conway, AR 72035
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From: btaylor@kscmail.Kennesaw.Edu (Beverley Taylor)

I've enjoyed several of your e-mail strands to this list. I'm teaching

instructional technology to secondary and middle pre-service teachers. I

have a conference one week and wanted them to work collaboratively with

others in their grade level, subject area. Now, thanks to you, I have the

perfect assignment for them to respond to--these seven principles and how

they can use technologies to help accomplish each principle. There are two

sections and they will be collaborating online with students they may not

know personally.

Keep up the great strategy sharing!

Bev

Beverley Taylor *Instructor of Technology *School of Education
Kennesaw State College, 1000 Chastain, Kennesaw, GA 30144
Phone: 770.423.6420 E-Mail: btaylor@kscmail.kennesaw.edu