Seven Principles for Good Pragmatic in Undergraduate Education By Arthur W. Chickering and Zelda F. Gamson, The American Association for Higher Education Bulletin, March 1987:
Good practice in undergraduate education:Nine Principles Guiding Teaching and Learning, Richard James and Gabrielle Baldwin 2002, revised by Kelly Farrell, Marcia Devlin and Richard James 2007, University of Melbourne:
- 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. ...
- An atmosphere of intellectual excitement 5
- An intensive research and knowledge transfer culture permeating all teaching and learning activities 6
- A vibrant and embracing social context 8
- An international and culturally diverse learning environment 9
- Explicit concern and support for individual development 10
- Clear academic expectations and standards 11
- Learning cycles of experimentation, feedback and assessment 12
- Premium quality learning spaces, resources and technologies 14
- An adaptive curriculum 15
All those involved in teaching and learning are expected to:The ANU principles are more general and at an higher level than the Melbourne ones and from James and Baldwin. There is then a "Best Practice Framework for successful coursework teaching".
- Adhere to the ANU Code of Conduct as it pertains to teaching and learning practice
- Value and respect diversity (including, for example, diversity of culture, religious belief, age, race, gender and other personal and group-based attributes)
- Contribute to an academic environment free from harassment, discrimination and bullying, with access to complaint procedures which will facilitate speedy and just resolutions
- Adhere to the rules and principles governing academic integrity
- Contribute to the academic distinctiveness of the University which is characterised by
- Teaching based in research and scholarship
- National and international orientation of courses and course content
- A climate of intellectual rigour
- A program which blends fundamental, professional and contextual learning
- High levels of communication between the University, its staff and students
- Continuous improvement of the University's teaching quality.
- Recognise the importance of flexible access to lecture content for the purposes of the University's equity targets and teaching objectives.