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McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers Paperback – January 1, 2010

ISBN-13: 978-0495809296 ISBN-10: 0495809292 Edition: 13th

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Product Details

  • Paperback: 416 pages
  • Publisher: Cengage Learning; 13 edition (January 1, 2010)
  • Language: English
  • ISBN-10: 0495809292
  • ISBN-13: 978-0495809296
  • Product Dimensions: 7.9 x 5.4 x 0.8 inches
  • Shipping Weight: 12 ounces (View shipping rates and policies)
  • Average Customer Review: 4.6 out of 5 stars  See all reviews (52 customer reviews)
  • Amazon Best Sellers Rank: #59,120 in Books (See Top 100 in Books)

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About This Edition

From the Publisher

New Features

  • A new chapter on feedback and assessment provides recommendations on how to improve the quality of teacher feedback comments, and discusses ways of ensuring that these comments have maximum impact on learning.

  • Testing chapters have been condensed into one streamlined chapter, as have the technology chapters, allowing the book to maintain its handy pocket-sized length while incorporating new information.

  • All of the chapters have been updated to include new developments in technologies and instructional strategies that have become more prominent since the last edition.

Additional Features

  • Guest-authored chapters offer advice and instruction from renowned educators, including Peter Elbow and Mary Deane Sorcinelli on writing, Jane Halonen on teaching thinking, and Brian P. Coppola on laboratory instruction.

  • Technology coverage includes topics such as the use of Microsoft® PowerPoint® slides, plagiarism, and effective Web research.

  • Additional important coverage includes experiential learning, recent policy shifts, diversity and gender issues, and standards and accountability.

Further reference for this edition:

Download a Transition Guide for the 13th Edition of McKeachie's Teaching Tips.


About the Author

Wilbert J. McKeachie is Professor Emeritus and former chair of the Department of Psychology at the University of Michigan. He is also a research scientist and past director of the University of Michigan Center for Research on Learning and Teaching. He has served as president of the American Psychological Association and of the American Association for Higher Education. He has also served as chair of the Committee on College and University Teaching, Research, and Publication of the American Association of University Professors. He speaks at workshops and conferences around the world and has published numerous articles in the United States and internationally.

Marilla Svinicki is Associate Professor in the Department of Educational Psychology and the retired director of the Center for Teaching Effectiveness at the University of Texas at Austin. She earned both her B.A. and M.A. at Western Michigan University and her Ph.D. at the University of Colorado. Her research interests include application of principles of learning to instruction in higher education and development of faculty and graduate students as teachers. She regularly teaches the college teaching methodology course at UT Austin along with the psychology of human learning and instructional psychology.

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Customer Reviews

Easy to read and very beneficial.
B. J. Sylvester
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.
Gary McDaniel
I have not finished reading yet but so far so good.
Sabaw H. Lat

Most Helpful Customer Reviews

77 of 82 people found the following review helpful By Robert I. Hedges HALL OF FAMETOP 500 REVIEWER on May 19, 2009
Format: Paperback
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.
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48 of 50 people found the following review helpful By A Customer on January 1, 1997
Format: Paperback
President Clinton wants to make college more accessible to all Americans, but to make post-secondary education more effective, he ought to first put this book in every university instructor's hands. Higher education in America is a multi-billion dollar business taught by professional researchers who often are amateur teachers. University professors, college instructors, and teaching assistants have (or are getting) Ph.D.s in their areas of expertise, but few are trained to be teachers; they know linguistics, but often know nothing about how to teach linguistics. They have Ph.D.s in chemistry, but have little understanding of how to create the "chemistry" of a good class. They are experts in political science, but are often ignorant of campus politics. This book is meant to be a one-volume guide for the new professor, the first-year teaching assistant, or the old hand who wants a new perspective. Thirty-four short chapters tackle every subject and problem from "Teaching Large Classes" to "Teaching in the Age of Electronic Information," from "Organizing Effective Discussions" to "How to Win Friends and Influence Custodians." These chapters are pithy, often tantalizing and sometimes too brief, but each has a short list of references and the volume as a whole has a very good bibliography.
This is a book that everyone who teaches college should own. It is a manual, a "cookbook," a list of suggestions. It does not have a single agenda nor does it push a particular method. Don't look to this book for long-winded obscure discussions of theories of cognition, methodology or extensive research notes. It is not the last word in pedagogy, but it probably should be the first.
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49 of 52 people found the following review helpful By A Customer on November 4, 1998
Format: Paperback
I appreciate that the new views of learning are accounted for and applied by the author(s) of this book. I like the new chapters about using new technology in teaching and about helping students to learn and how to plan for students' independent study. The hints in every chapter about books and articles for further study are very helpful. It is easy to understand why this book is one of the most popular handbooks about university teaching not only in the US but also in Europe. Many copies of the earler editions have been sold in Finland and Sweden. It is very useful also for teachers in vocational education and training. Every new college teacher should have this book. However, many experienced teachers will also get a lot of ideas from it.
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
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14 of 14 people found the following review helpful By Gary McDaniel on June 6, 2006
Format: Paperback
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.
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