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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.
Kuh et al. (Mon,) studied this question.