ABSTRACT
Student affairs professionals are familiar with Arthur Chickering's seven vectors of college student identity development. Just as students once learned about developing competence, managing emotions, moving through autonomy toward interdependence, and so forth, they can now consider what one of the foundational scholars of student development theory said about quality undergraduate teaching. These principles of good teaching practice were first offered in 1987, yet they have not enjoyed the same prominence within student affairs as Chickering and Reisser's vectors. This chapter presents these key pedagogical concepts and their applications in contemporary instructional practice. It discusses classroom applications within a technology-oriented first-year seminar (FYSEM) for students enrolled in majors and programs in biology and microbiology at a Midwestern land grant institution taught by Dr. Greg Heiberger. A variety of examples based in a pre-professional FYSEM that utilizes technology and/or social media to enhance instructional impact and learning, are also presented.
