The “Seven Principles for Good Practice in Undergraduate Education,” were published by Arthur Chickering and Zelda Gamson, summarizing 50 years of higher education research that addressed good teaching and learning practices. Their findings, and faculty and institutional evaluation instruments based on the findings, have been widely used to guide and improve college teaching.

NCM’s Peer Review form is based on Penn State’s Peer Review Guide for Online Learning, which adapts the Seven Principles.

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* 1. Student affirmation of their preceptor’s presence is essential to their ability to remain engaged and committed to seeing through any challenges they may face as they proceed through the course of their studies. When students know that their preceptor is available and invested in their individual learning, they are more likely to stay motivated, inspired and intellectually engaged. Which of the following actions did the instructor take to help foster connection with their students?

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* 2. 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 sharpens thinking and deepens understanding. In which of the following ways did the instructor enhance learning through sharing?

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* 3. Students must be given the opportunity to 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. Enrichment activities are designed to help students integrate their learning with. Which of the following were used by the instructor to help their students integrate their learning?

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* 4. Expect more and you will get more. High expectations are important for everyone- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations of themselves and make extra efforts. In which ways did the instructor help to communicate high expectations?

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* 5. There are many roads to learning. People bring different talents and styles of learning. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily. In which ways did the instructor respect diverse talents and ways of learning by their students?

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* 6. Was all of the required reading in the course published within the last five years? What recommendations, if any, would you make for alternative required reading?

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* 7. Did the professor include the appropriate number of enrichment activities in the course? Requirement: two enrichment activities are required per credit

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* 8. Did the professor provide audio and/or video instruction?

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* 9. Did the professor include updated information on new knowledge and technology as appropriate? Do you have any recommendations for alternative updated information on new knowledge and technology that could be added to this course?

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* 10. Did the professor include two NARM-type exams in the course with the appropriate number of questions? Requirement: two exams, each with three multiple choice questions for each credit the course is worth (for 0.5 credit courses, write two exams with two questions each)

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