Best Practices

Best Practices

The best practices below are based on Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education. For online courses, see how these are modified in the Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses developed by Graham, Caltilgay, Lim, Craner, & Duffy (2001).

Principle 1: Good Practice Encourages Student-Faculty Contact 
Provide clear guidelines for interaction with students.

Principle 2: Good Practice Encourages Cooperation Among Students
Well-designed assignments facilitate meaningful cooperation among students.

Principle 3: Good Practice Encourages Active Learning
Students are actively engaged in experiences and projects that promote mastery.

Principle 4: Good Practice Gives Prompt Feedback
Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.

Principle 5: Good Practice Emphasizes Time on Task
Effective learning requires incremental skills practice and clear deadlines.

Principle 6: Good Practice Communicates High Expectations
Challenging tasks, sample cases, and praise for quality work communicate high expectations.

Principle 7: Good Practice Respects Diverse Talents and Ways of Learning
Allowing students to choose project topics incorporates diverse views and individually designed learning.

Sources: Graham, C., Cagiltay, K., Lim,B., Craner, J., & Duffy, T. (2001, March/April) Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses, The Technology Source Archives at the University of North Carolina. Retreived from [ seven_principles_of_effective_teaching/]

Instructional Designers

We have an instructional designer on staff who is happy to meet with you to discuss any topics related to teaching and learning:

Doug Habib Doug Habib
Instructional Designer
Phone: (208) 885-6838

If you have any questions or need help getting started with your courses, you may also contact us at