1. Teaching with Courseware at SPH February 12, 2009

2. Seven Principles for Good Practice in Undergraduate Teaching Chickering and Gamson, 1987 for AAHE

3. Implementing the Seven Principles of Undergraduate Teaching Increases student-teacher interactionIncreases student-teacher interaction

4. Implementing the Seven Principles of Undergraduate Teaching Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction

5. Implementing the Seven Principles of Undergraduate Teaching Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning

6. Implementing the Seven Principles of Undergraduate Teaching Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Provides rich and rapid feedbackProvides rich and rapid feedback Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Provides rich and rapid feedbackProvides rich and rapid feedback

7. Implementing the Seven Principles of Undergraduate Teaching Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Provides rich and rapid feedbackProvides rich and rapid feedback Sets high expectationsSets high expectations Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Provides rich and rapid feedbackProvides rich and rapid feedback Sets high expectationsSets high expectations

8. Implementing the Seven Principles of Undergraduate Teaching Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Provides rich and rapid feedbackProvides rich and rapid feedback Sets high expectationsSets high expectations Increases time on taskIncreases time on task Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Provides rich and rapid feedbackProvides rich and rapid feedback Sets high expectationsSets high expectations Increases time on taskIncreases time on task

9. Implementing the Seven Principles of Undergraduate Teaching Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Provides rich and rapid feedbackProvides rich and rapid feedback Sets high expectationsSets high expectations Increases time on taskIncreases time on task Respects/provides for different learning stylesRespects/provides for different learning styles Increases student-teacher interactionIncreases student-teacher interaction Increases student-student interactionIncreases student-student interaction Involves active learningInvolves active learning Provides rich and rapid feedbackProvides rich and rapid feedback Sets high expectationsSets high expectations Increases time on taskIncreases time on task Respects/provides for different learning stylesRespects/provides for different learning styles

10. "What matters in college," (Sandy Astin) “Harvard Assessment Seminars” (Richard Light, 1990-1992) "What matters in college," (Sandy Astin) “Harvard Assessment Seminars” (Richard Light, 1990-1992) What do we know about teaching and learning in college?

11. Students always do better if they: Are connected with their instructorsAre connected with their instructors Discuss course content with their peersDiscuss course content with their peers Students always do better if they: Are connected with their instructorsAre connected with their instructors Discuss course content with their peersDiscuss course content with their peers What do we know about teaching and learning in college?