A Comparison of Student Experiences with Good Practices in Undergraduate Education Between 1990 and 1994

Abstract

Good practices in undergraduate education consist of faculty and student behaviors associated with desired outcomes from attending college. This study compares the experiences of two groups of lower-division undergraduates with good practices at baccalaureate institutions and doctoral-granting universities between 1990 and 1994. During this period, the frequency of student-faculty interaction increased at baccalaureate institutions. However, at doctoral-granting universities faculty-student interaction and active learning decreased.