Book Review: Teaching Strategies & Techniques for Adjunct Faculty, 6th ed.
by Doreen Lewis, Ph.D.
Teaching Strategies & Techniques for Adjunct Faculty – 6th Edition is a 64-page book by Dr. Donald Greive, the author of A Handbook for Adjunct/Part-time Faculty and Teachers of Adults. Teaching Strategies, by design, is intended to provide readers the keys points for preparing course content and managing the classroom. Does this book do the job of arming adjuncts with tools they need to succeed? Yes (mostly).
What is great about this book is that it is written in a conversational tone, as if Dr. Greive were sitting with a colleague at a coffee shop, sharing his secrets about getting through the first (or fifth, tenth, or twentieth) college semester. I am certain I would have benefited from this book years ago when I first started teaching. Today, I am a seasoned adjunct faculty member, and I still learned from this book.
The book uses bullet points, lists, infographics, and is organized beautifully. It is a pleasure to read, and it can be read in one sitting. The author uses the latest research to support many of the theories he espouses. I was impressed that almost all sources were recent dates and from high-quality journals and publishers (such as Yale University, Cengage, etc.). It is hard to disagree with most of Greive’s advice, but I did find a few points with which I will play devil’s advocate.
Generally, this book serves its purpose well, but there is also a slight drawback to its brevity. Brevity is good if the messages resonate, if the reader has related experience, and if s/he can imagine various scenarios whereby it would be appropriate to apply the sage advice given by the author. However, if the reader is new to teaching, some of the salient points may be missed. A general criticism of the book is that it lacks ancillary support through use of examples and anecdotes. I would have liked to see a little more in this handbook.
Academic research abounds regarding teaching strategies that integrate real life experience and technology for maximizing learning. Dr. Greive, indeed, agrees: He set the stage in the Strategies for Teaching section (pg. 11-17) to explain the learner-centered strategy of andragogy versus a teacher-centered pedagogy. Long-gone are the days of yore when I was a college kid sitting in lecture hall with a tape recorder and notepad, listening to an academic elder pontificate on a subject. Dr. Greive suggests that instructors should, instead of relying solely on lecturing, emphasize the learner’s perspective. Greive reminds the reader: “It’s about them – not you.” (p.13), and he encourages the engagement of students experientially and, even to allow students to provide critique of the activities.
This is not to say that Greive is suggesting to totally abandon teacher-centered pedagogy (the lecture), however. He provides clarification as to when it is appropriate. I do think a responsible “warning” should be given to adjuncts in this section of the book. Specifically, I would have liked to see the author encourage teachers to confidently stand firm on some activities and resist any temptation to concede or dumb down an expected level of performance on an assignment based on critique. Students can be self-serving, sometimes even manipulative, in critiquing a project by labeling it “too difficult.” Students in their late teens/early 20s do not have insight from years of experience… they must look to leaders to guide them, and sometimes student complaints are without merit.
Likewise, I tend to buck any concession to feed the characteristic of today’s college students that Dr. Grieve describes as viewing themselves “as consumers” and that “… they feel they have purchased a product and they will expect its delivery” (p.10). While that may characterize student beliefs, I believe it is the humble, hungry learner who is willing to serve rather than be served, who will be better prepared for graduation, graduate school, and career. Teachers must be careful to balance the servant model of management/delivery of instruction with firm demands for excellence. They can inspire students to be seekers, adventurers, and lifelong learners for the love of learning (attitude).
There are some exceptionally creative ideas in this book that a teacher of any subject can immediately put into action. Without giving any spoilers in this review, I will simply mention that, “The Minute Paper,” the “Muddiest Point,” and The Features Matrix” (pp.16-17) are outstanding exercises to measure student learning. The list of “Dos and Don’ts” for creating multiple-choice tests/questions (p. 47) is very helpful. Additionally, the author provides strategies for handling student classroom behaviors. I know many of my colleagues struggle to find the right solutions when classroom dynamics go awry. This book offers tips on how to handle the “problem student” (excessive absences, sleeping in class, and other incivilities).
Sections on Instructional Aids (pp. 33-35), Technology (pp. 37-39), Planning (pp. 41-44), and Testing (pp. 46-48) include lists of valuable, relevant and current resources (products, software, websites), as well as effective methods of use supported by the latest educational research.
I believe a chapter on tips for teaching research and writing skills would have rounded out this book, had it been included. Over the course of my many years teaching (regardless of the subject matter taught), I have found the writing skills of most college students to be lackluster. In fact, the incoming freshmen for the past couple of years (the newest generation, Gen “Z”), seem to be even more remedial than previous generations, which we can liken that to their comfort with internet “talk” (i.e., SMS texting) and preference for electronic/social network as primary sources for information. Every adjunct professor I know shares the same disdain for colloquialisms and “oversharing” of personal accounts in papers that should, instead, be third-person formal reports. Greive would be an excellent resource to address this topic in a future edition, as well as how to help students discern “good” research from consumer news.
Additionally, perhaps in a future edition of Teaching Strategies & Techniques, the author could include a section on mental health and the effects of learning on the college student. I suspect that nationally there is an uptick in the number of students requesting special accommodations in compliance with the Americans with Disabilities Act (ADA), as is the case at the university where I teach in Florida. Drug use/abuse, anxiety, depression, sleep deprivation, bullying, and suicide are very real issues on campuses that require address. Most colleges have counseling centers offering services to students. It is important for faculty to have a strategy and plan for the necessary accommodations, such as changes in their course delivery (e.g. tests that must utilize electronics or be proctored one-on-one instead of in-class, et. al.).
Finally, Dr. Greive does not include an “About the Author” section in his book and he should. He is an accomplished academic with many years’ experience as faculty and Dean at a two-year college. Readers like to know that the author behind the words is qualified.
I enjoyed this book a great deal and it is highly likely I will read Dr. Greive’s other books) to delve deeper into improving my teaching strategies in the classroom.
