Principle 1: Good Practice Encourages Student-Faculty Contact
Principle 2: Good Practice Encourages Cooperation Among Students
Principle 3: Good Practice Encourages Active Learning
Principle 4: Good Practice Gives Students Prompt Feedback
Principle 5: Good Practice Emphasizes Time on Task
Principle 6: Good Practice Communicates High Expectations
Principle 7: Good Practice Respects Diverse Talents and Ways of Learning

Principle 1:  Good Practice Encourages Student-Faculty Contact

Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement.  Faculty concern helps students get through rough times and keep on working.  Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

1a.Throughout my program of study I found program faculty to be accessible. 

1b.  Throughout my program of study I found program faculty to be willing to assist me in meeting my individual education needs and goals.

1c.  Throughout my program of study I found my faculty advisor to be accessible.

1d.  Throughout my program of study I found my faculty advisor to be willing to assist me in meeting my individual advising needs.

Principle 2:  Good Practice Encourages Cooperation Among Students

Learning is enhanced when it is more like a team effort than a solo race.  Good learning, like good work is collaborative and social, not competitive and isolated.  Working with others often increases involvement in learning.  Sharing one's own ideas and responding to others' reactions improves thinking and deepens understanding.

2a.  The learning environment (in and out of class) created by the program faculty provided me with the opportunity to work collaboratively and cooperatively with fellow students.

2b.  I find/found it easy to express my ideas and respond to others in group learning activities and projects.

2c.  I feel that the opportunity to work together in groups enhanced my learning.

Principle 3: Good Practice Encourages Active Learning

Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.

3b. Counseling/Helping skill development through demonstration and practice.

3c. Opportunities for personal reflection on learning.

3d. Field site visits.

3e. Group research and presentation activities.

3f. Classroom discussion.

3g. Supportive relationships between classroom faculty and site supervisors.

3h. Supervised practice.

3i. Critically think about and discuss research.

Principle 4: Good Practice Gives Students Prompt Feedback

Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, and what they still need to know, and how to assess themselves.

4a. Throughout my program of study I received timely verbal and written feedback from program faculty regarding my academic and applied skill-based performance in classes.

4b. I received timely and useful feedback on my professional writing skills.

Principle 5: Good Practice Emphasizes Time on Task

Time plus energy equals learning. Efficient time-management skills are critical for students and professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators and other professional staff can establish the basis for high performance for all.

5a. The faculty in my graduate program have helped my personal and professional growth by providing me with specific and constructive feedback for assessing my progress toward attaining my educational and professional goals.

5b. Course syllabi prepared by faculty clearly articulate and outline learning activities in such a fashion as to allow me sufficient time and opportunity to research, prepare, and present required assignments.

Principle 6: Good Practice Communicates High Expectations

Expect more and you will get it. High expectations are important for everyone--for the poorly prepared, for those unwilling to exert themselves, and for the bright and motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts.

6a. The amount of work required for my classes was clearly outlined and appropriate for the learning goals for the class.

6b. The program faculty promotes quality education through its establishment of high academic and professional standards of practice as illustrated by its screening, admission, and review and retention process.

6c. I feel that I received a high quality education that prepared me for entrance into my profession.

6d. The program faculty coupled their high expectations with the support and attention necessary for students to attain those expectations, through co-curricular activities such as writing for publication, conference presentations, research activities.

Principle 7: Good Practice Respects Diverse Talents and Ways of Learning

There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on-experience may no do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in ways that do not come so easily.

7a. Program faculty demonstrate a high degree of regard for diverse learning styles by providing students with opportunities to demonstrate their knowledge through both didactic and applied learning activities.

7b. Program faculty demonstrate a high degree of regard for diversity in persons, experiences, and backgrounds, in and out of class.