Seven Principles of Good Practice in Undergraduate Education

In 1987, Arthur W Chickering and Zelda F. Gamson authored a research paper titled “The Seven Principles of Good Practice in Undergraduate Education.” In their research, they elaborate on what principles could help improve the value of higher education.  

They begin their research with problems they have observed in higher education institutions: “Apathetic students, illiterate graduates, incompetent teaching, [and] impersonal campuses...” (Chickering & Gamson, 1987, p. 2). To combat these common issues, they define seven principles that they believe every instructor and student should apply. 

They state that “Good practice in undergraduate education:”

  1. Encourages contact between students and faculty
  2. Develops reciprocity and cooperation among students
  3. Uses active learning techniques
  4. Gives prompt feedback 
  5. Emphasizes time on task
  6. Communicates high expectations
  7. Respects diverse talents and ways of learning
(Chickering & Gamson, 1987, p. 2).

1. Encourage Contact Between Students and Faculty

According to Chickering and Gamson (1987), “frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement” (p. 3). This interaction can be through facilitating meaningful discussions, establishing office hours, and encouraging participation in programs where students work closely with faculty members, including undergraduate research, clubs, and more.

2. Develop Reciprocity and Cooperation Among Students

"Good learning, like good work, is collaborative and social, not competitive and isolated” (Chickering & Gamson, 1987, p. 3). Incorporating group activities during a lecture or forming groups to complete projects provides opportunities for the students to work together which “often increases involvement in learning”

3. Use Active Learning Techniques

“Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers” (Chickering & Gamson, 1987, p. 4). USU has several resources that can help you implement active learning techniques into your own curriculum.

4. Give Prompt Feedback

"Students need appropriate feedback on performance to benefit from courses” (Chickering & Gamson, 1987, p. 4). In addition to receiving this feedback, “students [also] need chances to reflect on what they have learned, what they still need to know, and how to assess themselves” (Chickering & Gamson, 1987, p. 4). In correspondence to the Behaviorism learning theory, providing timely feedback is an essential element for students to retain information. It is also necessary because it keeps the students from veering from the path to the desired learning outcome.

5. Emphasize Time on Task

"Time plus energy equals learning. There is no substitute for time on task” (Chickering & Gamson, 1987, p. 4). As obvious as it may seem, Chickering and Gamson stress that the more time and attention students dedicate to the learning material, the better they will learn. You can support your students and their time management by emphasizing deadlines as well as giving consistent and frequent due dates for assignments, discussions, and quizzes.

Additionally, you could establish benchmarks by breaking large projects into smaller, more manageable pieces. This way your students would spend more time with the material rather than spend a couple of hours in a procrastinated effort to get everything done on time.

6. Communicate High Expectations

"Expect more and you will get more” (Chickering & Gamson, 1987, p. 4). We use expectations to “influence our decisions and shape our behavior in anticipation of expected experiences” (Panitz, Christian et al. Opens External Link , 2021, p. 1). If a student anticipates that their course will require them to work hard to meet the assessment outcomes, then they will shape their behavior to match those expectations. In addition to communicating those high expectations, it is important to act accordingly to those high expectations.

7. Respect Diverse Talents and Ways of Learning

“Students need the opportunity to show their talents and learn in ways that work for them” (Chickering & Gamson, 1987, p. 5). This principle emphasizes the importance of recognizing that students have varied backgrounds, abilities, and learning styles. To accommodate for these differences, instructors are encouraged to offer multiple ways for students to engage with content and demonstrate their understanding.

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