College Teaching at Its Best

by Chris Palmer

This book is a practical guide for professors who are interested in being more effective teachers. It encompasses all the things a professor must do to prepare to teach; to stimulate learning and love of learning; to understand and engage all students; and to help them find direction, purpose, and mission in their lives. The book recognizes the importance of instructors, and how the best teachers focus on inspiring lifelong learning, both in themselves and in their students. Good teaching is rooted in good values, not the mastery of content alone. Caring, empathy, and compassion are important. The highest value of a teacher may often lie in the mentorship she can provide to her students. Discover how to convey passion and enthusiasm to students, and how to motivate your students to want to learn and participate. The book describes active learning approaches and how to make lectures more effective. It also recognizes the moral responsibility professors have to help the less talkative members of their class. The book deals with how to overcome the challenges of fostering learning in large classes where it is almost impossible for the instructor to get to know all the students. How to keep students alert and energized by adding variety to your classes through games, role-playing, humor, guest speakers, field trips, videos, and other devices. How to maintain enthusiasm and compassion all semester, and keep fatigue and negative thoughts at bay. How to handle email and office hours, how to provide feedback on work, and how to consider the whole student as you evaluate performance and foster success. This book is a useful guide as you chart your course through the challenges and rewards of college teaching.

248 pages, Paperback

Published May 10, 2019

About the author

Chris Palmer is an environmental and wildlife film producer who has swum with dolphins and whales, come face-to-face with Kodiak bears, and camped with wolf packs. Chris has spent 25 years producing more than 300 hours of original programming for prime time television and the giant screen (IMAX) film industry. Born in Hong Kong, Chris grew up in England and immigrated to the United States in 1972. He is married to Gail Shearer and the father of three grown daughters (Kim, Christina and Jenny)."

Reviews

[Alexa Doran · Rating 2 out of 5]

There is some solid advice in here, but my advice is to read this text with a critical mind. There is little which accounts for differences in gender, race, accessibility, and class. At multiple points, the author suggests teachers be "benevolent dictators," then claims to promote the classroom as safe space. Has anyone, dictator included, felt safe during a dictatorship? There is also a portion which asks educators not to treat students as consumers but as citizens. At first, I appreciated the sentiment. However, the example provided of treating students as citizens is the professor yelling at them. No?

[Shawn · Rating 3 out of 5]

There are several useful and helpful tips in Palmer's book. But overall, I didn't get a lot out of it. I've been teaching for nearly twenty years, so maybe I'm not the target audience. Some of this quite basic. It does seem geared a bit more towards a new college teacher, and it that regard it could be a good resource. Even with that caveat, the advice is a bit limited. It struck me as much more applicable to one who is a teaching at a more competitive or elite school with classes of 25-30 relatively well-prepared students. There is a chapter on teaching large lecture classes and there is some helpful items here. But this brings me to my other concern: much of this is overly idealistic. The techniques and advice often require a lot of time, effort, and resources from the instructor to implement, manage, and maintain. (Here's a simple example: he suggests meeting with all your students within the first two weeks of the semester. But with several hundred students each semester that's not realistic.)

The problem is not the extra effort(this is our job after all); the problem is that it ignores the reality that many if not most teachers at the college level are teaching 3 to 4 sections of large classes with little TA help, so they are already stretched thin. And there is little external incentive from the administration to do these things--and in some cases, the implicit incentives are to do less, not more. Most university's give a lot of lip service to academic excellence but do little to actually support it (and some of the policies undermine it). The book doesn't seem to acknowledge this reality of teaching.

Another huge problem is that there is nothing in the book about online or even hybrid teaching. This gaping lack is egregious as most universities have more and more teaching online--where the challenges are different and much of the advice in this book is irrelevant.

On the plus side, the book is clear and concisely written. It is easy to read over a weekend, so if you are teacher and want to improve(or are new), I'd cautiously recommend it. Some of the tidbits might speak to you and help you out. I certainly picked up a few things that I'll add to my repertoire.