Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students

Your students aren’t reading. They aren’t engaged in class. Getting them to talk is like pulling teeth. Whatever the situation, your reality is not meeting your expectations. Change is needed. But who’s got the time? Or maybe you’re just starting out, and you want to get it right the first time. If so, Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students is the blueprint. Written for early career instructors, this easy-to-implement guide teaches you to: • Think like advertisers to understand your target audience—your students • Adopt the active learning approach of the best K-12 teachers • Write a syllabus that gets noticed and read • Develop lessons that stimulate deep engagement • Create slide presentations that students can digest • Get students to do the readings, participate more, and care about your course Secrets like “focusing on students, not content” and building a “customer” profile of the class will change the way you teach. The author, Dr. Norman Eng, argues that much of these approaches and techniques have been effectively used in marketing and K-12 education, two industries that could greatly improve how college instructors teach. Find out how to hack the world of college classrooms and have your course become the standard by which all other courses will be measured against. Whether you are an adjunct, a lecturer, an assistant professor, or even a graduate assistant, pedagogical success is within your grasp

Community Review

  • As an adjunct lecturer at a California university, I have read several books on best practices for teaching college students. I recently read Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students by Norman Eng Ed.D. Can I just say WOW?
    As colleges and universities slash budgets, they rely more on adjunct lecturers to teach courses. Like myself, many part-time adjuncts come from the field and can teach valuable best practices in many courses. But just because we know our field doesn’t mean we know how to effectively teach it. By reading this book, I guarantee you will come away with teaching techniques and classroom management skills that you can use today. Your own teaching will be refreshed and exciting again!
    Major take-aways from this book:
    -Use power point slides sparingly and rely on images and video rather than too many bullets and sub-bullets.
    -Rewrite the course syllabus (where you can) by adding the benefits of the course. This chapter is GOLD!
    -Focus on the student, not the content. Get to know the students. Ask them what they hope to get out of the course.
    -In big lecture halls, get students to “turn and talk,” or get into small groups to discuss a concept, then report out.
    -Keep lectures short and intersperse with discussion, group-work and hands-on activities.
    -Use your own passion and experience for the subject to share with students.
    The text and appendices of the book are chock-full of resources and suggested readings and materials you can use right now. I know that I will spend my off-time refreshing my slides and my syllabus.
    Part 2 contains valuable classroom management ideas and thorough discussion on how to use them.
    In Part 3, his fresh techniques and ideas for presenting with slides will have you scratching your head, asking yourself “Why didn’t I think of that?” It also deals with deftly handling discussions and goes into classroom management.
    Part 4 describes what it takes to help students succeed.
    I have recommended this short, easy to read, guide to my university’s department chair so that the other 30+ adjuncts can learn and apply these useful and relevant tips. Visit Dr. Eng on his blog, too!
  • I love learning. Which is why it really pains me to see amazing subjects taught by teachers or professors through boring unending lectures. In Teaching College, the author is on a quest to change this by using strategies from marketing and K-12 education. As an undergraduate and graduate level professor myself, I could see the beauty and usefulness of the approaches proposed by the author in this book. As a business owner, I wondered why it had never occurred to me to apply my marketing strategies to the classroom.
    The author, a university professor himself, who has worked both in marketing and K-12 education, clearly masters his subject and provides numerous examples that make it easy to put into practice the strategies he proposes. Moreover, practicing what he preaches, the book is full of tools, action prompts and exercises so that you can start applying the knowledge gained straight away.
    For the sake of our students and of learning in general, I would recommend this book to anyone who stands in front of a classroom. It is fun and easy to read, and the stories and examples kept bringing me back to my own experiences both as a student and a teacher.
  • I had expected this book to be quite dry. After all, how exciting can a book be, written for college teachers and professors by one of their own? But I was surprised and engaged.
    When I have spoken to friends about their education experience, some could remember the odd teacher who had engaged with and inspired them. The rest were best forgotten. The author clearly seeks to change that. He believes that students need to see the value of what is being taught to them, to their lives.
    This guide aims to meet busy instructors where they are at, and introduces ideas and strategies to encourage student participation. Some of these he brings from a prior marketing background where marketers have learned how to know their target audience and engage with them. Some come from his experience in K-12 education where he was nominated as one of Honor Roll’s Outstanding American Teachers.
    The book is rich in further information, in the form of extensive References, Resources and End Notes. I wish my teachers had read this book.

Author: admin

Leave a Reply

Your email address will not be published. Required fields are marked *