44 of 44 people found the following review helpful:
5.0 out of 5 stars
Conversational and Humorous, September 1, 2008
This review is from: On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Hardcover)
Lang's "On Course" was recommended to me by a friend who also teaches at the university level on a one-year contract. To prepare for my first "real" job after grad school, I bought and read a selection of teaching guides, and "On Course" complemented my little library nicely. The first thing that struck me is its humorous, conversational tone (never too casual, though), and I caught myself laughing out loud several times. The humor that springs from this book is born from insight and ample proof that the author still remembers his time in the classroom and is more than acquainted with the challenge of a group of tired undergrads who routinely rely on their instructor to get them through the day.
The title, Lang admits, is really "a conceit," as a true one-to-one application of each chapter to the responding week in the semester might not be practical. I pretty much read it all the way through, likely skimmed some chapters because they did not directly apply to my particular teaching situation, but I've already, as Lang recommends, reread certain passages and will continue to do so.
Everything in here, from teaching tips, what to wear, first-day-of class advice, university politics, the mid-semester doldrums to the recognition that new instructors probably do spend too much time prepping for class is just a bit off the beaten path--colored by very recent classroom experience, it seems. For example, teaching guides typically herald the use of some type of ice breaker. Lang, while recognizing the ice breaker's virtue, realizes that its mere use can clash with an instructor's personality and comments that new undergrads are typically subjected to an overkill of ice breakers anyway. Likewise, Lang's chapter on the use of technology in the classroom surprises: while most teaching guides tend to advise, almost push for, some kind of technology in the classroom, Lang discriminates between the many uses of technology and, once again, recognizes that its use has to match the teacher's personality. He then offers suggestions on how to gradually add technology--essentially, staying in our chalk-and-blackboard comfort zone while dipping our feet into the vast ocean of electronics. This chapter, like every other one in this book, offers a variety (I really wanted to say 'treasure chest') of material and suggestions, as well as a section on resources.
It's a strength (and, one could argue, a weakness) of this book that it targets TAs, one-year lecturers, MAs, and tenure-track PhDs at the same time. The reason I imagine it could be called a weakness is because it doesn't dive deeply into specific issues either one of these groups encounters. Then again, the common address serves as a reminder of how closely we work together in this microcosm--always good advice at the start of a career.
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13 of 13 people found the following review helpful:
5.0 out of 5 stars
This is the one!, June 13, 2010
I had already read 3 books on how to teach college courses, and looked at two others. Now I wish I had started with this. Nothing but very specific, practical advice. I've TA'd several times before, I'd read those other books, and I have my research to do, so I have little patience for books that tell me what I don't need to be told or that wouldn't make much difference anyway. I can say that this book has no wasted space; I was grateful for all of it. No vague generalizations. Every point gets exactly as much space as it needs and no more. No BS, no platitudes, no rehashes of common sense. Just the right amount of allowance for the fact that different teachers will find that different approaches work for them.
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16 of 20 people found the following review helpful:
5.0 out of 5 stars
Excellent Introduction to Teaching, March 5, 2009
This review is from: On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Hardcover)
After 30 years of working in the private sector I've decided to do some college level teaching. My choice seems daunting -- as I make it at age 50. I've also applied and have been admitted to grad school on a graduate teaching fellowship.
While I am quite accomplished in my field, my experience leading a classroom is limited.
ON COURSE has inspired me and eased many of my fears. Lang offers countless ideas on how to engage students and support them in learning. I highly recommend this book!
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