It’s hard to pick up a publication these days without reading something about blended course design or the flipped classroom. Even mainstream media have begun to cover these new approaches to teaching and learning that put more emphasis on active learning.

This ebook is about pursuing a joyful journey in college teaching. Part memoir and part advice for others, it is meant to encourage and inspire faculty who may have fallen out of love with teaching.

Getting students to take their reading assignments seriously is a constant battle. Even syllabus language just short of death threats, firmly stated admonitions regularly delivered in class, and the unannounced pop quiz slapped on desks when nobody answers questions about the reading don’t necessarily change student behaviors or attitudes. So what can be done?

Think back to your first few years of teaching. If you’re like most educators, you probably made your share of mistakes. Maybe you were too strict … or not strict enough. Perhaps you were so absorbed delivering your course content that you didn’t realize half the class was completely lost. Or maybe you made assumptions about your students that later proved to be false. You’re not alone.

The more time students spend as active participants in learning activities, the more they learn. Research has proven this strong correlation again and again. But that doesn’t make it any easier to achieve. As an instructor, the challenge lies in not only lighting that fire of student engagement, but keeping the fire burning when student apathy and boredom creep into your classroom.

A love of course content and a willingness to convey that enthusiasm to students is a vital component to effective teaching, but you also need to make sure the methods used to convey that knowledge are up to the task.

Traditionally part of the teaching portfolio in the tenure review process, an increasing number of colleges now require a philosophy of teaching statement from job applicants as well. For beginning instructors, putting their teaching philosophy into words is particularly challenging. For one thing they aren't even sure they have a philosophy yet. Then there’s the added pressure of writing one that’s good enough to help them land their first teaching job.

Motivating students to actively participate in class is a challenge even for the most experienced educators. The words “excruciating,” “agonizing,” and “mentally draining” likely come to mind. A lot of students seem to assume that as long as the assigned work is completed on time, test scores are good, and attendance is satisfactory, they shouldn’t be forced to participate.

Effective classroom management is much more than simply administering corrective measures when a student misbehaves; it's about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment.