"I read an advance copy of What The Best College Teachers Do sometime in early 2004 in a period where I was starting to question the folklore of teaching I had absorbed as a student and graduate assistant, and it immediately changed how I thought about my own work, kicking off a process of consideration and experimentation around teaching writing that continues to this day."
"What the Best College Teachers Do reflects more than a decade of study and is entirely based in observations of teaching, teaching materials, student responses and reflections, interviews and other sources, filtered through various lenses (history, literary analysis, sociology, ethnography, investigative journalism) to draw both big conclusions about not just what teachers do, but how they think, how they relate to students, how they view their work and how they evolve their approaches."
An influential work profoundly changed an educator's teaching and life, prompting sustained experimentation around teaching practice and a long-term shift in approach. The influence reached many people beyond direct contact, with social media and a podcast noting the contributor's passing. The underlying study drew on more than a decade of observations, teaching materials, student responses and reflections, interviews, and other sources. Analysis employed interdisciplinary lenses—history, literary analysis, sociology, ethnography, and investigative methods—and emphasized qualitative rather than quantitative methods. The approach is adaptable to individual practice and centers on the concept of 'doing' as a core pedagogical lens.
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