Goodreads helps you keep track of books you want to read.
Start by marking “What the Best College Teachers Do” as Want to Read:
What the Best College Teachers Do
Enlarge cover
Rate this book
Clear rating
Open Preview

What the Best College Teachers Do

3.85 of 5 stars 3.85  ·  rating details  ·  882 ratings  ·  134 reviews
What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators. The short answer is - it's not what teachers do, it's what they understand. Lesson plans and lectur ...more
Hardcover, 207 pages
Published June 22nd 2004 by Harvard University Press (first published April 30th 2004)
more details... edit details

Friend Reviews

To see what your friends thought of this book, please sign up.

Reader Q&A

To ask other readers questions about What the Best College Teachers Do, please sign up.

Be the first to ask a question about What the Best College Teachers Do

Community Reviews

(showing 1-30 of 2,080)
filter  |  sort: default (?)  |  rating details
This book covers almost exactly the same ground as The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life without, fortunately, Parker Palmer's cloying woo-wooness. As with The Courage to Teach, it raised lots of interesting questions in terms of what I teach and how I think about teaching (and assessments and evaluations). Unfortunately, also like The Courage to Teach, it was a little vague on the details. While broad concepts were illustrated with touching and fascinating anec ...more
Much of the content is about convincing you to adopt the mindset of a good teachers: You should be interested in the students' understanding, not just in getting them to regurgitate facts or plug & chug formulas. You should be patient with learners of different types and levels. Assessments for the sake of getting feedback should be frequent and separate from assessments for the sake of labeling the student with a final grade. You want the students to become able to learn independently, so t ...more
Some good advice, but in many ways a frustrating read. First to me, a scientist, it's annoying early on when it talks about this study it did and how it selected participants, but then there's no solid data, no means of quantification, no controls, no hypothesis, nothing that one would typically consider part of a "study". You can say "we chose to study these individuals to see how they taught", but, to call it "a study" implies some sort of scientific vigor that wasn't there. Also, the book spe ...more
I began What the Best College Teachers Do, my first required reading for graduate school, with enthusiasm; however, my enjoyment of and agreement with the book waned as I read through it. The style is one of the thousand variations on self-help books, and it lapses into one of the greatest faults of the genre: needless repetition and explanation of the main points. As an essay, it would be useful, but as an entire book, its redundancy snowballed. In tandem with this, Dr. Bain emphasizes and extr ...more
A good overview of excellent teaching and what it entails. But, little about how to actually do these things while maintaining your sanity, and more importantly, avoiding lynching from parents and colleagues. If I had tenure I might try some of these things, but the program really falters when it comes to assessment; which is also the thing that will most likely get you into trouble with administration, parents, and students. Nevertheless, found the book very helpful in getting me to think about ...more
Geoffrey Benn
“What the Best College Teachers Do,” by Ken Bain, is the result of a 15 year study of exceptional college teachers from around the United States. Bain and his colleagues identified outstanding teachers through a process that considered student evaluations, recommendations from other teachers, and in-person interviews and observations. Sixty-three teachers from a wide variety of disciplines and institutions were selected and their teaching practices and philosophies were studied in detail. This w ...more
An excellent book! Very timely that I read it right now as we are making lesson plans and waiting to go to Papua to begin teaching young adults.

This book is an accessible yet thorough report on an extensive 15-year qualitative study of 63 great college teachers. The book answers six questions:
1) What do they know about how we learn?
Short answer: Learning is NOT a bunch of knowledge I open your head and pour in. Learning is always built on previous knowledge and experience, and takes place when t
So far, not much new, though I'm working at keeping an open mind. Having read Finding Freedom in the Classroom ages ago, and Parker Palmer (ARGH YUK) more recently, I will say that so far, this is more accessible to instructors in disciplines other than humanities, and for that reason alone it may well be more effective than PP, for instance.

Revision/Update: Bain's not helpful. If you want to figure out how to be a "best" college teacher, read first: Bridging the Class Divide by Linda Stout, an
Jess Caren
I admired that the book covered a decent quantity of highly successful teachers (63) across disciplines. This is useful compared with teaching books which give one person's version of how to be a successful teacher, in which it is unclear whether success can be attributed to something about them or whether it is common to all good teachers. The variety of professors and approaches contributed to the author's hesitation to provide hard and fast rules of teaching. This meant their was few broken d ...more
As the director of our university's teaching and learning center, I used this book in a faculty reading group. All agreed that it has provided valuable, evidence-based insights into the kinds of teaching approaches that lead to transformative learning. It has also left plenty of room for further debate and discussion. And best of all, it's readable and engaging, and well-organized. Well done, Ken Bain! I'd buy a copy for each professor at our university if I had the funds.
This book changed my life, no exaggeration. I started to think about the social aspects of learning, cognition, and ability in an entirely different way. ALL teachers whose students are teenagers or older should read this.
I read this for a class paper, and I have to admit, I went into this expecting to hate it. BUT it was actually fantastic! I loved the way every tiny aspect of teaching was flipped on its head, inspected, and discussed in a way that I had never previously considered. I know Ken Bain is really popular in the realm of academia, and I can understand why. He is great at making "bland" topics accessible and interesting. A little repetitive at times, but overall I am glad I read this. If you are a teac ...more
I enjoyed the book! I read it some time ago as part of a Faculty Dinner and recently reread it for discussion in a teaching circle. The reading along with the discussion has had something of a re-energizing effect on my thinking about pedagogy and ways to improve my effectiveness as a teacher. If you teach in higher ed, it's a no-brainer as to why you should read this book. However, if you're looking for some quick "tricks" to improve your teaching, buyer beware. The author, Ken Bain, approaches ...more
Though not as heavy as its twin book (aimed at college students), this is certainly worth a read. It covers a lot of key concepts that good teachers or potentially good teachers already put to use or flirt with. The benefit of this read is that it gives clear names, explanations and support for those good habits, and it can provide a cleaner path to better teaching. It's a short read, and it does leave a number of things to the reader's background or research (core psychological concepts are exp ...more
Robin Henry
This was a very good book examining the question, "what do really effective teachers do differently?" The answer is actually pretty simple, according to Bain. They ask good questions to get students interested in the subject, which they themselves love. They give students time and tools to figure things out. They have good classroom discussions that are meaningful. They are constantly working to become better teachers. Styles, approaches, personalities varied, but these basic good teaching techn ...more
This is a reflective report on a qualitative study on exceptional college teaching. Bain is the Vice Provost for instruction, professor of history, and Director of the Research Academy for University Learning at Montclair State University. He has over 20 years of experience researching what exceptional professors do to encourage learning in the classroom. After the completion of his doctorate degree, he realized that he had no idea how to teach or encourage learning of history to his college stu ...more
Michael Meeuwis
Frustratingly vague. This had been much-recommended to me, from a variety of different people and courses. When I finally sat down and read it--when is the right time to read teaching books?--I found it pretty lacking in interesting ideas. At its worst, this is Goofus and Gallant: "Good Teachers make sure students learn all material clearly; Bad Teachers lecture while students sit in acid baths." I wonder who this book is directed at, given that (it seems to me) no-one would see themselves as ac ...more
Jeffrey Niles
It was his first day of class and mine. One week fresh from Central America, Hannah approached the class with a grimace and drove panic into our souls. Little did we know that the same fear gripped him and served as the catalyst for his abrasive approach and harsh demeanor. But he then began to do what the best college teachers do. Ken Hannah created an environment in which the students began to realize their potential to learn. He spoke, he connected, he changed our thinking, he affected our wo ...more
This book asks an interesting and important question: What do the best college teachers do? The contrast between the average instructor and the best instructor is played out on nearly every page by many, many comparisons. For instance, the average instructor is focused on the points to be acquired for performance in the course, including reductions for late work, while the best instructors have concrete and specific criteria for learning and do not reduce grades when it comes in late (since teac ...more
Mel Murata
This is a lovely book that surveys cross-disciplinary teaching in search of answers to the question: How do you teach effectively or what do the best teachers do? The thoughtful and well surveyed answers focus on how to approach the classroom successfully. In short, the book argues that the best teachers are student focused and see their teaching as a way to develop deep thinking and sustained learning. The overall goals of their courses are not to have their students memorize a series of factoi ...more
Ken Bain's book is great! I have read it several (four) times and it still provides new insights for my teaching. The book does not give a recipe for what to do in class, but it does create a framework for how to think about teaching and learning.

His thirteen leading questions for how to prepare to teach are very helpful; the first one is "What big questions will my course help students answer, or what skills, abilities, or qualities will it help them develop...?" Note that this question does n
David Marquet
Isn’t it all about getting people to think?

College costs since I graduated in 1981 have risen twice as fast as medical costs, three times as fast as family incomes and four times as fast as inflation. With average private school costs approaching $40,000 a year and public school costs approaching $20,000 a year, the OECD estimates that the United States spent 2.6% of GDP in 2008 on education, about $370 billion. Given the investment, understanding what the best educators do is important.

Ken Bain
Books like this can tend to be trite and/or idealistic without practicality. Bain deals with the topic complexly and fleshes out how effective teachers build an environment rather than just a set of best practices. I've shifted in my thinking about teaching. It's something that I've always considered I needed to keep fresh with... work on new strategies, new activities, talk with other instructors, keep up with my own research and reading on the topics I'm teaching... but Bain's research helps m ...more
Jul 30, 2008 Natasha rated it 3 of 5 stars
Recommends it for: college and/or high school instructors
For me, this book was a terrific reminder of the foundational principles to keep in mind when teaching---something one can neglect when getting caught up in the details of each semester. Inviting students to learn and inspiring them: how simple and this gentle reminder was welcomed by me this summer. The trees make up the forest--ahh, yes, I remember that! :-)

I was okay with there being no specific techniques touted, but there was one idea I disagreed with considerably: the author does not like
I would highly recommend this book to all college educators for researched-based and thoughtful advice garnered from the best of the best.

Hope to write more about what I learned in my blog. Not to brag, but this blog basically confirmed all of my instincts. The focus should be not on what teachers do, but on what students learn. Specific techniques or methods matter less than constantly evaluating what works or what doesn't and thinking critically and seriously about teaching as a passion and an
Aaron Bolin
I thought Bain's "What the Best College Teachers Do" was excellent. It is well-written and packed with useful insight throughout.

In terms of criticism, two things come to mind.

First, the book seems to be an academic paper expanded to book form. As such, there is plenty of fluff. Some of the fluff is useful and adds embellishment to Bain's main points, but some of the fluff is just fluff.

Second, Bain's tone throughout the book is one of objective reporter. The tone is a perfect fit for the subjec
This is a great book with lots of great advise. I will definitely apply some of the things I learned to the college courses I teach. It doesn't attempt to be a how-to book. Instead, it's more of a synthesis of different teaching pedagogies that were common among the teachers deemed "the best" in the US. I would definitely recommend it for any college teachers interested in improving their craft.
La intención es buena: no hay demasiados libros que enseñen esto, y el tema es importante. El libro es muy interesante, pero me temo que una buena parte de los contenidos no se pueden aplicar a la docencia universitaria española. Es un libro centrado en la praxis en una sociedad y una estructura universitaria muy diferentes a las españolas, y eso hace que algunas estrategias sean, francamente, inútiles, o, a lo peor, perniciosas si a alguna mente pensante de la administración le da por trasplant ...more
Bill Guinee
I read Bain's book several years ago, and just re-read it this summer. It actually seems to me to be a better work this time around. In fact, I think that this book is undoubtedly one of the finest works yet produced about college teaching. While one could question some of Bain's research methods --> the selection process may be biased towards the conclusions of the work, the book is nonetheless provocative and even profound with regard to modern college teaching.
The greatest difficulty, for
Liz Wright
I read about this book on a psychology teaching email list that I belong to and it seemed like it would be a great book. It turns out that the recommendations were correct. The author and his colleagues created a study where they followed college teachers form many disciplines and found what exactly made these people “the best college teachers.” The author describes what they know about how students learn, how they prepare to teach, what they expect from their students, how they conduct class, h ...more
« previous 1 3 4 5 6 7 8 9 69 70 next »
There are no discussion topics on this book yet. Be the first to start one »
  • How Learning Works: Seven Research-Based Principles for Smart Teaching
  • McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers
  • The Joy of Teaching: A Practical Guide for New College Instructors
  • Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom
  • Teaching What You Don't Know
  • The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom
  • Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses
  • The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life
  • Tools for Teaching (Jossey-Bass Higher and Adult Education Series)
  • Classroom Assessment Techniques: A Handbook for College Teachers
  • Learner-Centered Teaching
  • How People Learn: Brain, Mind, Experience, and School
  • Clueless in Academe: How Schooling Obscures the Life of the Mind
  • Teaching Critical Thinking: Practical Wisdom
  • How to Write a Lot: A Practical Guide to Productive Academic Writing
  • Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning
  • Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators
  • College Unbound: The Future of Higher Education and What It Means for Students
What the Best College Students Do Lo que hacen los mejores profesores universitarios The Joy of Teaching: A Practical Guide for New College Instructors

Share This Book

“Donald Saari uses a combination of stories and questions to challenge students to think critically about calculus. “When I finish this process,” he explained, “I want the students to feel like they have invented calculus and that only some accident of birth kept them from beating Newton to the punch.” In essence, he provokes them into inventing ways to find the area under the curve, breaking the process into the smallest concepts (not steps) and raising the questions that will Socratically pull them through the most difficult moments. Unlike so many in his discipline, he does not simply perform calculus in front of the students; rather, he raises the questions that will help them reason through the process, to see the nature of the questions and to think about how to answer them. “I want my students to construct their own understanding,” he explains, “so they can tell a story about how to solve the problem.” 2 likes
“Simply put, the best teachers believe that learning involves both personal and intellectual development and that neither the ability to think nor the qualities of being a mature human are immutable. People can change, and those changes--not just the accumulation of information--represent true learning.” 1 likes
More quotes…