ABSTRACT
This book provides an evidence-based answer to that question by presenting a set of "model teaching characteristics" that define what makes a good college teacher. Evidence based research supports the inclusion of each characteristic, each of which is illustrated through example, to help readers master the skills. The best way to avoid teacherly regret over pedagogical paths not taken is to use a systematic and intentional approach to professional development. However, in the author's experience, trying out new teaching techniques actually garners admiration from students, colleagues, and administrators. The key is to be open about what one is doing. The teacher's tell students that they are experimenting with a technique that others have found to increase learning; then, ask them for feedback. Becoming a model teacher, just like developing expertise in any area, can be a slow process.
