Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all. Good Practice Communicates High Expectations Expect more and you will get it. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. There are many roads to learning.
People bring different talents and styles of learning to college.
Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. 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. Except as a pure benchmark, Ewell notes that it makes little policy sense to collect outcomes information in the absence of information on key processes that are presumed to contribute to the result.