Review of The Craft of University Teaching by Peter Lindsay

This book is a well written and often funny presentation about University teaching.  The use of examples called “teachable moments” in the introduction sets the stage for the rest of the chapters. Everyone who has ever taught at the University level would be familiar with the situations and feelings presented, especially if they cared about their students actually learning!  The following six chapters are each building on the idea of the difference in the objective versus subjective aspects of teaching.  Or as some would describe it the science and the art of teaching.  Chapter one is a sort of introspective about the craft (art) and the goals that professors set for themselves. One salient argument is about the idea of  “covering material” or the “motivation to learn” material.  The question can be stated "is there antithesis between covering and motivating?"

Chapter 2 takes a slightly different tack and one that again any professor is aware of or even any student at probably any level is aware of although may not be able to articulate –success is determined by who we are rather than what we do. The author looks at rubrics as being too routine for real learning to take place. Looking at “best teaching practices” may be only a short/temporary fix and could be seen relating to the objective/science of teaching. Lindsay might even suggest if you are not interested in the material or even the student to “fake it.”

In the very next chapter (3), the author seems to shift focus and seems to argue that teaching is not about personality.  But learning and success may be heavily dependent on what we assign.  This gives focus to what a professor thinks is important. We need to create that which excites.

Chapter 4 looks at the use of technology and the author admits to being both a technophobe as well as a luddite when technology is mentioned. Several interesting points of view concerning online classes and the ubiquitous PowerPoint slide decks are presented. He makes the point that technology consumes more time than it deserves.

Plagiarism and its reason is among the focal areas in Chapter 5. It is not enough to see what plagiarism is (through the examples provided) but to analyze why and to dig deeper in the various types. An appendix is provided on what plagiarism is and methods to help avoid it.

The last chapter is sort of a rehash of the many factors involved in the craft/art of teaching. The author seems to suggest that how we might approach changes in what we do colors anything and everything we do as professors.  This discussion is only a beginning as we craft people need practice to become more perfect in our craft/art.

For any faculty member or administrator this would be a great professional development piece and could easily form the basis in community of practice seminars.  I’d give it a big thumbs up for both the depth and sensitivity that is used as well as being well written and entertaining at the same time it is thought-provoking.