What the Best College Teachers Doreviewed by Carmen McCrink — 2005
What the Best College Teachers Do is a sine qua non
resource for the academy as a whole—from the novice
instructor, to the proverbial sage on the stage, to the echelons of
administrators who ponder over what constitutes the essence of
“effective” teaching. In this work, Ken Bain presents
a composite of the best post-secondary teachers in the
and focuses primarily on their thought processes, vis-à-vis
teaching methodology. Bain writes, “…I have tried to
capture the collective scholarship of some of the best
teachers…” (p. 4). This statement undoubtedly
underscores the author’s personal philosophy as he invites
the reader to consider teaching as a form of scholarship as
suggested in Boyer’s (1990) Scholarship Reconsidered.
Two issues, which have served as fodder for discourse in the not
too distant past, permeate this work: 1) the interdependent
relationship between teaching and learning, therefore, formulating
a teaching/learning equation applicable to all disciplines and, in
so doing, reaffirming “effective” teaching as a
willingness to continue learning... (preview truncated at 150 words.) Title:
What the Best College Teachers DoAuthor(s):
Harvard University Press, CambridgeISBN:
2004Search for book at Amazon.com
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- Carmen McCrink
Barry University School of Education
CARMEN L. McCRINK is Chair and Assistant Professor of the Educational Leadership/Higher Education Administration Department at Barry University. She earned her Ph.D. in Higher Education Administration, with History as an outside field, from the University of Miami. Dr. McCrink's recent publications include the following:
Brown, J.O., McCrink, C.L., & Maybee, R. (2004). Beyond college credits: How experiential learning portfolios foster adult students' personal and professional competencies and development. Journal of Continuing Higher Education (in press).
Wolman, C., McCrink, C., Figueroa, S., & Harris-Looby, J. (2004). The accommodation of university students with disabilities inventory (AUSDI): Assessing American and Mexican faculty attitudes toward students with didabilities. Journal of Hispanic Higher Education (in press).
Rodriguez, D., McCrink, C., Pelaez, G., Paneque, O. & Stallions, M. (2004). Leadership and learning n a bilingual society. BilingLatAm 2004, First International Symposium about Bilingualism and Bilingual Education in Latin America, (pp. 301-308). Buenos Aires, Argentina: English Speaking Scholastic Association of the River Plate (ESSARP).
McCrink, C. & Rice, E. (2004, September). Identifying the leadership practices of Latin American Sisters: A look at educational administrators and their respective sociological context for future directives. Paper to be presented at the 18th Annual Women in Educational Leadership Conference, Lincoln, NE.
Rodriguez, D., & McCrink, C. (2004-2005). Presently conducting study, Identifying common themes in the teaching practices of Latina teachers as graduates of a TESOL education program: Reflecting on experiences and measuring self-efficacy for future directives.
McCrink, C. L. (2002). Hispanic women: Building a room for self-efficacy. Journal of Hispanic Higher Education, 1(3), 238-250.