There are literally hundreds of ways to use technology to implement Chickering and Gamson's seven principles of good practice (e.g., improving faculty-student contact, supporting collaboration among students, enriching active learning, etc.). These subscriber materials can help faculty improve teaching and learning with technology (TLT) in their own courses.
From Idea to Action: Promoting Responsible Management Education Through a Semester-Long Academic Integrity Learning Project
Marc H. Lavine marc.lavine@umb.edu
Christopher J. Roussin
Abstract
The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make recommendations for improvements to their school's academic integrity policy, its dissemination and enforcement. The authors detail their efforts facilitating this project at three universities. As students examine how an ethical conduct policy informs and is informed by individual and organizational behaviors, they come to more deeply understand the social processes through which all manner of responsibility-promoting outcomes are enacted. The approach to learning described in this project promotes students' internalization of ethical principles and accountability for responsible behavior that is consonant with the core aims and principles of responsible management education.
American Association for Higher Education
ASSESSMENT FORUM
9 Principles of Good Practice for Assessing Student Learning
The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Educational values should drive not only what we choose to assess but also how we do so. Where questions about educational mission and values are skipped over, assessment threatens to be an exercise in measuring what's easy, rather than a process of improving what we really care about.
Academic support is a vital component of higher education. Not only does it ensure that students are able to succeed in completing their degree, but it provides them with the confidence to develop their skills and give them a sense of belonging within the institution.
Good quality academic support which is relevant and focused on the individual has been proven to aid retention and students feel inspired to achieve and thrive academically.
NUS has produced a charter based on what good practice in academic support could look like, and is drawn from research from the NSS, HEFCE and the Paul Hamlyn Foundation and current good practice from around the sector.
We hope you will be able to use these principles to influence the academic support provision in your institution and ensure that your students feel well supported in their studies as well as in their personal development.
You can download the charter here.
Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).
"Good practice in undergraduate education:
encourages contact between students and faculty,
develops reciprocity and cooperation among students,
encourages active learning,
gives prompt feedback,
emphasizes time on task,
communicates high expectations, and
respects diverse talents and ways of learning."
