What students do during college
counts more in terms of desired outcomes than who they
are or even where they go to college. That is, the voluminous
research on college student development shows that the
time and energy students devote to educationally purposeful
activities is the single best predictor of their learning
and personal development (Astin, 1993; Pascarella &
Terenzini, 1991; Pace, 1980). The implication for estimating
collegiate quality is clear. Those institutions that more
fully engage their students in the variety of activities
that contribute to valued outcomes of college can claim
to be of higher quality compared with other colleges and
universities where students are less engaged.
Certain institutional practices are known to lead to high
levels of student engagement (Astin, 1991; Chickering
& Reisser, 1993; Kuh, Schuh, Whitt & Associates,
1991; Pascarella & Terenzini, 1991). Perhaps the best
known set of engagement indicators is the "Seven
Principles for Good Practice in Undergraduate Education"
(Chickering & Gamson, 1987). These principles include
student-faculty contact, cooperation among students, active
learning, prompt feedback, time on task, high expectations,
and respect for diverse talents and ways of learning.
Also important to student learning are institutional environments
that are perceived by students as inclusive and affirming
and where expectations for performance are clearly communicated
and set at reasonably high levels (Education |
Commission of the States, 1995;
Kuh, 2001; Kuh et al., 1991; Pascarella, 2001). All these
factors and conditions are positively related to student
satisfaction and achievement on a variety of dimensions
(Astin, 1984, 1985, 1993; Bruffee, 1993; Goodsell, Maher,
& Tinto, 1992; Johnson, Johnson, & Smith, 1991;
McKeachie, Pintrich, Lin, & Smith, 1986; Pascarella
& Terenzini, 1991; Pike, 1993; Sorcinelli, 1991).
Thus, educationally effective colleges and universities
-- those that add value -- channel students' energies
toward appropriate activities and engage them at a high
level in these activities (Educational Commission of the
States, 1995; The Study Group, 1984).
Emphasizing good educational practice helps focus faculty,
staff, students, and others on the tasks and activities
that are associated with higher yields in terms of desired
student outcomes. Toward these ends, faculty and administrators
would do well to arrange the curriculum and other aspects
of the college experience in accord with these good practices,
thereby encouraging students to put forth more effort
(e.g., write more papers, read more books, meet more frequently
with faculty and peers, use information technology appropriately)
which will result in greater gains in such areas as critical
thinking, problem solving, effective communication, and
responsible citizenship |
