Implementing the Seven Principles: Technology as lever

Arthur Chickering
Stephen Ehrmann

Abstract

In March 1987, the AAHE Bulletin first published “Seven Principles for Good Practice in Undergraduate Education.” With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the Education Commission of the States, with support from the Johnson Foundation, distilled findings from decades of research on the undergraduate experience. Several hundred thousand copies of the Principles and Inventories have been distributed on two- and four-year campuses in the United States and Canada. (Copies are available at cost from the Seven Principles Resource Center, Winona State University, PO Box 5838, Winona, MN 55987-5838, ph 507/457-5020.) — Eds.

Keywords

Annotation

Describes the most cost-effective and appropriate ways to use computers to advance the seven principles which include:
1. Good Practice Encourages Contacts Between Students and Faculty
2. Good Practice Develops Reciprocity and Cooperation Among Students
3. Good Practice Uses Active Learning Techniques
4. Good Practice Gives Prompt Feedback
5. Good Practice Emphasizes Time on Task
6. Good Practice Communicates High Expectations
7. Good Practice Respects Diverse Talents and Ways of Learning
Also emphasis the role of the student in implementing the seven principles.

APA Citation

Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE bulletin, 49, 3-6.

About the Study

Links to Article https://scholar.google.com/scholar?cluster=13135079251988716127&hl=en&as_sdt=0,50
https://academics.utep.edu/Portals/844/nofo/7_principles.pdf
Mode Technology-enhanced
Publication Type Journal Article
In Publication AAHE Bulletin
Type of Research
Research Design
Intervention/Areas of Study
Level of Analysis Institutional-level
Specific Populations Examined
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest
Student Sample Size
Citing Articles https://scholar.google.com/scholar?cites=13135079251988716127&as_sdt=5,50&sciodt=0,50&hl=en


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