This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a "set of recipes" to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning.

When a book like this appears in ten editions it must be a proof that many professors and university teachers have found it useful. And ... this tenth edition is still better than the earlier versions. To me it is the handbook # 1 for university teaching. No wonder that professor McKeachie has been called "Mr Improving University Teaching"

Rainer Nyberg, EdD. Professor of Education, Abo Akademi University, Finland

54 of 59 found the following review helpful:


Wheat And Chaff  May 19, 2009 By Robert I. Hedges
I was given this book when I began teaching graduate students; the school gave it out to all new professors and instructors in an attempt to apprise the new faculty members of current teaching theory. I was the first of the staff (most of whom were technical professionals teaching higher level technical classes) to actually read the book cover to cover, and came away with decidedly mixed opinions.

McKeachie has spent his entire adult life in a social science classroom, and while his methods may be well suited to areas like psychology or schools of education, I don't believe that his tips are universally applicable, especially in courses that have more concrete content (e.g. math, science, engineering, etc.) Many of his tips are concrete, and in general I found these to be excellent. In particular the discussions about how to handle cheating, plagiarism, and academic dishonesty were very insightful, as were the discussions of problem students, and in particular "attention seekers and students who dominate discussions" (p.179,) a problem I encountered in my second term of teaching. His discussion of grading in Chapter 15 is also generally quite good, and while I disagree with some of his reasoning (p.198) on using criteria grids for grading, I was pleased to see his defense of allowing a single overwhelming failure in one part of the grid to reduce the overall project grade to unsatisfactory (p. 206.)

While the real-world aspects of this book are generally quite good, some of his theories are inappropriate for a college classroom. In particular he discusses the technique of telling a class at the start of a term that he will give everyone a B in the course to reduce their apprehension, but that to get an A will require individual merit. Needless to say this is an unsatisfactory technique. Everyone has apprehension and fears, including the fear of academic failure. This type of social promotion, rooted in promotion of student self esteem, has no place in a college classroom; these students are becoming adults, and with the freedoms that entails come responsibilities. This is a policy that harms the students in the long run, potentially promoting them into follow-on courses they are woefully unprepared for, and obviously encouraging inattention to the material in all but the genuinely self-motivated students. It is also unfair to students taking another professor's section of the course who don't have a guaranteed B, students who have to actually work for their C, the supposed average grade. McKeachie's technique is a recipe for grade inflation, which is of enormous concern to universities today.

Another issue with the book is the tendency to hide behind the trendy doubletalk so popular in social sciences and schools of education. McKeachie speaks of a "dyad" when he could just use the word "pair" or "two" depending on context. This kind of language permeates much of the book, and should be purged in the next edition. Quick: how many people can tell me what "armamentarium" means without looking it up? I thought so.

While I found parts of this book rewarding, much of it is questionable academic theory, and much of the book is not applicable to concrete scientifically based courses, especially hard sciences, mathematics, or engineering. When he discusses real-world classroom problems the text is generally good, but there are numerous places where I completely disagree with him (most students I know loathe group projects, for instance, his theories notwithstanding; I certainly did when I was a student.)

If you are in need of advice on how to run your classroom I recommend this book with a caveat: take heed of information on how to deal with specific issues; beware of some of the more esoteric theoretical information.

14 of 14 found the following review helpful:


Meets its Goals  Jun 06, 2006 By Gary McDaniel
The goal of McKeachie's teaching tips is to provide higher education teachers useful tips to improve teaching in the classroom. In its own words "'Teaching Tips' was originally written to answer the questions posed by new college teachers, to place them at ease in their jobs, and to get them started effectively in the classroom." McKeachie goes on to note that it is also a useful resource for experienced teachers.

If you are an experiental learning theorist this book will not be as useful as if you are a teacher teaching students in a college classroom. I know a lot of faculty who use this text as a resource when planning and teaching. As a Learning Design Consultant, I use this book to help faculty reflect on and improve their teaching practices.

If you want a "resource" book on typical/practical issues of teaching in the college classroom, this is your book.

12 of 12 found the following review helpful:


Teaching Tips Will Keep You Afloat  Dec 05, 2001 By Kari
On my instructional maiden voyage into the sea of communication, this text was my life vest. In 28 concise chapters, Wilbert McKeachie offers pearls of wisdom on everything from drafting a syllabus to dealing with excuses, and everything in between. His straightforward writing lends itself to quick reading and makes it a handy "flip-to" guide for refreshers.
Whether you're wrestling with a "discussion dominator" or trying to finesse responses from silent students, this book offers proactive approaches and solutions to unforeseen challenges.
Keeping things fresh and interesting for students and yourself makes the learning experience more enjoyable. Reading, attending workshops and talking to experienced faculty are some of the suggestions the author offers. As someone who used to teach natural resource seminars, I was pleased that he acknowledged the energizing power of an effective workshop. In addition, the text also offers tips on applying new changes learned in those courses to classes.
As any instructor worth their salt is aware, teaching is an ever-evolving process, that must be honed and refined to suit both instructor and student. For anyone adrift in some arena of college instruction, grabbing onto this 379 page text will prove a worthwhile undertaking.

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