I like to read vintage books on college teaching, ones written before the current profusion of pedagogical research that has occurred since 2000. The classic work (at least for me) is McKeachie’s Teaching Tips, first published in 1953 and now in its 14th edition (McKeachie
Teaching and learning. For decades, we focused almost exclusively on the teaching side of things. More recently, we’ve been paying attention to learning, and that’s a good thing. However, we shouldn’t be thinking about one without the other—they’re both important and inseparably linked.
Master teacher. The idea is a bit of a misnomer. It sounds intimidating. It suggests a long, protracted process—maybe even an elite status. But that’s not what it is at all.
There are no years of required experience. No official credentials. Rather, it is far
When it comes to connecting with students, good relationships and good rapport go hand in hand. The desired rapport develops when faculty are friendly, approachable, respectful, and caring toward students. And how do students respond to professors who’ve established good rapport? They “like” those professors,
I’ve seen lots of lists that identify the characteristics of good teachers. They’re great reminders of what we should aspire to be as teachers. I haven’t seen many corresponding lists that identify the characteristics of good learners. I decided to put one together and invite
The term “teaching effectiveness” had its heyday in the 80s and early 90s during that period when so much work on student ratings was being done. Its connection to evaluation activities remains and even end-of-course ratings are often thought of as measures of teaching effectiveness.
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