The Seven Principles of Good Practice

What students do during college counts more in terms of desired outcomes than who they are or even where they go to college. That is, the voluminous research on college student development shows that the time and energy students devote to educationally purposeful activities is the single best predictor of their learning and personal development (Astin, 1993; Pascarella & Terenzini, 1991; Pace, 1980). The implication for estimating collegiate quality is clear. Those institutions that more fully engage their students in the variety of activities that contribute to valued outcomes of college can claim to be of higher quality compared with other colleges and universities where students are less engaged.