5. Emphasizes Time on Task
Time and energy equals learning, no substitute for time on task. Knowing how to use one's time well is critical for students and professionals alike. Students require assist in learning effective time management. Allocating reasonable amounts of time means effective learning for students and effective teaching for faculty. The way institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.
Some examples: Mastery learning, contract learning, and computer-assisted instruction require that students spend adequate amounts of time on learning. Extensive periods of preparation for college also give students more time on task. Providing students with opportunities to integrate their studies into the rest of their lives helps them use time well.
Intensive residential programs, workshops, combinations of televised instruction, correspondence study, and learning centers are all being used in a variety of institutions, especially those with many part-time students. Summer residential programs, weekend colleges and, courses offered at work sites and community centers, clusters of courses on related topics taught in the same time block, and double-credit courses make more time for learning. For example, at Empire State College students design degree programs organized in manageable time blocks; students may take courses at nearby institutions, pursue independent study, or work with faculty and other students at Empire State learning centers.
6. Communicates High Expectations
When expect more, you will get more. High beliefs are important for everyone - for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Waiting students for performing well becomes a self-fulfilling prediction when teachers and institutions hold high expectations for them and make extra efforts.
Some examples: In many colleges and universities, students with poor past records or test scores do extraordinary work. Sometimes they outperform students with good preparation. In the University of Wisconsin there are communicated high expectations for under prepared high school students by bringing them to the university for workshops in academic subjects, study skills, test taking, and time management. With the aim of reinforce high expectations, the program involves parents and high school counselors.
In the University of California is introduced an honors program in the sciences for under-prepared minority students; a growing number of community colleges are establishing general honors programs for minorities. Most important are the day-to-day, week-in and week-out expectations students and faculty hold for themselves and for each other in all their classes.
7. Respects Diverse Talents and Ways of Learning
There are numerous ways to learning. People get different talents and styles of learning to college. Best students in the seminar room may be all thumbs in the lab or art studio. Students prosperous in practical experience may not do so well with theory. Students require the opportunity to show their talents and learn in ways that work for them. After that they can be pushed to learn in new ways that do not come so easily.
Some examples: individualized degree programs recognize different interests.
Students work at their own pace using personalized systems of instruction and mastery learning. Contract learning facilitates students define their own objectives, determine their learning activities, and define the criteria and methods of evaluation. At the college for older working adults at the University of Massachusetts-Boston, incoming students have taken an orientation course that encourages them to reflect on their learning styles Rockland Community College has offered a life-career-educational planning course. At the Irvine California University, introductory physics students may choose between a lecture-and-textbook course, a computer-based version of the lecture-and-textbook course, or a computer-based course based on notes developed by the faculty that allow students to program the computer. In these both computer-based courses, students work on their own, and must pass mastery exams.
Teachers and students hold the main responsibility for improving undergraduate education. Though, they need a lot of help. University and college heads, state and federal officials, and accrediting associations have the power to shape an environment that is favorable to good practice in higher education.
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