At the first meeting, many of my fellow IU faculty mentioned that they were born skeptics. One person when so far to say that most academics are skeptics, that skeptics are even drawn to academia. I am not, by nature, a skeptical person. As I typed that last sentence, I suddenly doubted myself and had to take a moment to Google “skeptical.” In case you’re curious, the definition of skeptical is as follows:
skep•ti•cal/ˈskeptikəl/
Adjective: 1. Not easily convinced; having doubts or reservations.
2. Relating to the theory that certain knowledge is impossible.
Nope, I’m not a skeptical person. I am easily convinced. I’ve only read the first two chapters of “What the Best College Teachers Do” and I’m totally convinced that the six conclusions that Dr. Bain outlined will work to improve teaching. At least for some people. I’m willing to give it a shot. Even it doesn’t work for me, I will still believe that it worked for someone. Perhaps my lack of skepticism comes from my age. I have no doubt that I’m the youngest member of this book club. I don’t have the years of experience that sometimes leads my fellow professors to dismiss ideas and suggestions for improving teaching. Some might call this naivety. I prefer to call it my advantage.
But back to Maggie’s question: What do I hope to get out of this book? I hope to learn the strategies of the best college teachers, practice those strategies, and eventually develop habits that will improve my teaching. Sure, I dream of someday being recognized or referred to as one of the best college teachers, but mostly I just want to be the best college teacher I can be. This is my first year teaching, so there really isn’t a better time to start.
And lucky me! Chapter one outlines six strategies/characteristics of the best college teachers. They are:
1. Know your subject extremely well
2. Treat all elements of teaching, including lectures, discussion sections, problem-based sessions, as serious, as demanding and as important as your research and scholarship
3. Expect “more” from your students
4. Create an environment where students are inspired to “grapple with ideas”
5. Reflect a strong trust in students
6. Develop a system to assess your own teaching efforts and to make appropriate changes
Suddenly I don’t feel so “lucky.” As a first-year teacher (and a teacher who hasn’t been taught to teach, mind you) I’m overwhelmed.




































