Learning & Teaching Presentation
Applying principles for good teaching practice at CQU - Can we? Should we?
Professor Alex Radloff Pro Vice-Chancellor (Academic Services) CQUniversity Australia
Resources
View the presentation
Chickering & Gamson 1987 Seven principles for good practice in undergraduate education - From the March 1987 AAHE Bulletin
Abstract
Do you regularly:
- Advise students about career opportunities in their field of study.
- Serve as a mentor or informal advisor to students.
- Ask students to assess one another's work.
- Ask students to explain difficult concepts to one another.
- Require students to undertake research or independent study.
- Ask students to relate outside events or activities to topics in your course.
- Provide immediate feedback on student exercises.
- Give students a pre-test at the beginning of each course.
- Help students to set challenging goals for their learning.
- Emphasise the importance of regular study, self-pacing and time management.
- Set at least one extended writing task in a course.
- Discuss with students how things are going every few weeks during the term.
- Encourage students to speak up when they don't understand something.
- Select readings and design learning activities related to students' backgrounds.
If you do all or most of the above regularly, then you are demonstrating good practice in teaching. Would you agree?
Based on a distillation of 50 years of research on good teaching practice, Chickering and Gamson (1987) identified seven principles for good practice in undergraduate education.
Read the Chickering and Gamson paper and come prepared to discuss and debate:
1. Do the Seven Principles offer a useful approach to identifying good practice in teaching in the CQU context?
2. How are they/could they be applied in the courses that you teach?
3. What would need to happen at the individual lecturer level/program or school level/institutional level to embed the Seven Principles into our programs and
Date of Presentation
1 May 2006
