192 Book Reviews/Comptes Rendus p r e s s u r e s b r o u g h t o n b y rising financial costs a n d the increasing i m p a c t o f t e c h n o l o g y in h i g h e r e d u c a t i o n will force institutions to t a k e a closer l o o k at t h e m s e l v e s a n d the a c a d e m i c c o m m u n i t y s o o n e r or later. T h e lesson to t h e a c a d e m y s e e m s to be: t a k e p r o a c t i v e steps n o w t o w a r d b u i l d i n g a relational, intellectual c o m m u n i t y or f a c e the possibility of a significant d e c l i n e in t h e t r a d i t i o n a l c o l l é g i a l c o m m u n i t y in t h e f u t u r e . B e n n e t t p r e s s e s f o r institutions of h i g h e r e d u c a t i o n to p r o v i d e a relational m o d e l that a d d r e s s e s the n e e d in individuals to f e e l c o n n e c t e d to o n e a n o t h e r w i t h a h i g h e r p u r p o s e . O t h e r w i s e , students m a y c h o o s e the c o n v e n i e n c e o f internet a n d distance e d u c a t i o n courses as their p r i m a r y s o u r c e of content delivery, rather t h a n the university c a m p u s a n d c l a s s r o o m . Collégial Professionalism is r e c o m m e n d e d r e a d i n g f o r f a c u l t y a n d a d m i n i s t r a t o r s in h i g h e r e d u c a t i o n , p a r t i c u l a r l y d e a n s a n d d e p a r t m e n t chairpersons. All university leaders would benefit by considering the t h o u g h t s a n d w a r n i n g s p r e s e n t e d b y Bennett. B e n n e t t succeeds, I believe, in p a i n t i n g a p e r c e p t i v e portrait o f the relational crisis in h i g h e r e d u c a t i o n a n d in p o i n t i n g the w a y t o w a r d a m o r e positive, p r o d u c t i v e m o d e l . ^ 4? D o n a l d B l i g h . ( 1 9 9 8 ) . What's * the Use of Lectures?, 5th ed. Exeter, E n g l a n d : Intellect. P a g e s : 289. Price: $ 2 4 . 9 5 U S ( p a p e r b a c k ) . R e v i e w e d b y B e v e r l y J. C a m e r o n , D e p a r t m e n t o f E c o n o m i c s , T h e University of Manitoba. What s the Use of Lectures? is a v a l u a b l e u p d a t i n g o f a p o p u l a r b o o k first p u b l i s h e d in the 1970s. T h e b o o k c o n t a i n s an interesting c o m b i n a t i o n o f a c a d e m i c r e s e a r c h a n d practical " h o w t o " tips. S o m e of t h e m o r e a c a d e m i c s e c t i o n s (e.g., F a c t o r s I n f l u e n c i n g M e m o r y ) are likely to b e of m o r e interest to e d u c a t i o n a n d p s y c h o l o g y f a c u l t y t h a n to t h o s e w h o are l o o k i n g f o r less analysis. H o w e v e r , What's the Use of Lectures? also h a s m a n y v a l u a b l e s u g g e s t i o n s a n d t i p s , b a c k e d in m a n y i n s t a n c e s b y r e s e a r c h results, f o r a n y o n e w h o lectures as p a r t of their t e a c h i n g . A s a result, What's the Use of Lectures? m a y not b e a b o o k e v e r y o n e r e a d s c o v e r t o c o v e r , b u t it s h o u l d a p p e a l t o a w i d e s p e c t r u m o f r e a d e r s . The Canadian Journal of Higher Education Volume XXX, No. 1, 2000 Book Review s/Comptes Rendus 193 I n d i v i d u a l s m a y d e c i d e to read certain sections a c c o r d i n g to their i m m e diate needs. For example, they m a y read one section w h e n they are a t t e m p t i n g to revitalize or i m p r o v e their lectures, a n d o t h e r s w h e n t h e y a r e w a n t i n g a b r i e f literature r e v i e w o n s t u d e n t a t t e n t i o n , l o o k i n g f o r m e t h o d s to m o t i v a t e students, lecturing f o r the first time, or a t t e m p t i n g to e f f e c t i v e l y c o m b i n e lectures w i t h other t e a c h i n g m e t h o d s . F a c u l t y a n d g r a d u a t e s t u d e n t s m a y also f i n d What's the Use of Lectures? valuable for its a n a l y s i s a n d short literature r e v i e w s . B l i g h ' s p r e s e n t a t i o n is w e l l o r g a n i z e d a n d a c a d e m i c , b u t n o t d o g matic. H e starts o u t b y saying that " e x c e p t for o b v i o u s points, such as the n e e d to f a c e the class a n d to b e audible, there are f e w rules in l e c t u r i n g . . . T h e r e f o r e it is n o t the p u r p o s e of this b o o k to lay d o w n r u l e s " (p. 1). B l i g h f o l l o w s t h r o u g h w i t h his p r o m i s e b y p r e s e n t i n g m u l t i p l e alternatives a n d p e r s p e c t i v e s f o r m o s t topics. What's the Use of Lectures? is o r g a n i z e d i n t o f i v e p a r t s : W h a t O b j e c t i v e s c a n L e c t u r e s A c h i e v e ? ; W h a t F a c t o r s A f f e c t the A c q u i s i t i o n of Information?; What Lecture Techniques Apply These Factors Most E f f e c t i v e l y ? ; A l t e r n a t i v e s w h e n L e c t u r i n g is I n a d e q u a t e ; and P r e p a r a t i o n f o r t h e U s e of L e c t u r e s . T h i s edition c o n t a i n s a g r e a t d e a l o f m a t e r i a l f r o m earlier editions, b u t t h e r e are n u m e r o u s v a l u a b l e c h a n g e s a n d a d d i t i o n s . T h e c h a p t e r s on: M a k i n g a P o i n t ; N o t e - t a k i n g in Lectures; and T h e Purpose, Preparation and U s e of Handouts are the m o s t e x p a n d e d . T h e c h a p t e r s o n R e a s o n s a n d E x p l a i n i n g , a n d Styles o f L e c t u r i n g are c o m p l e t e l y new. B l i g h t a k e s p a i n s to p o i n t out that t h e r e is little c o n t r o l l e d e m p i r i c a l r e s e a r c h on m a n y aspects of lecturing, b u t t h e r e are m a n y o p i n i o n s a n d e x p e r i e n c e s . H e c a u t i o n s readers to b a s e their lecturing p r a c t i c e s on the results o f v a l i d investigation, b u t h e p o i n t s out that m a n y g e n e r a l i z a t i o n s c o n c e r n i n g lectures h a v e e n o u g h s u p p o r t to p r o v i d e g u i d a n c e f o r lecturers. E x a m p l e s o f t h e s e generalizations being: (a) T h e lecture is as e f f e c tive as other m e t h o d s to transmit i n f o r m a t i o n ; (b) m o s t lectures are n o t as e f f e c t i v e as d i s c u s s i o n to p r o m o t e t h o u g h t ; (c) c h a n g i n g s t u d e n t s ' attitudes should not normally be the m a j o r objective of a lecture; and (d) lectures are relatively i n e f f e c t i v e to t e a c h b e h a v i o r a l skills (p. 10). A f t e r a d i s c u s s i o n of generalizations, B l i g h c o n c l u d e s the first section b y The Canadian Journal of Higher Education Volume XXX, No. 1, 2000 194 Book Reviews/Comptes Rendus saying, "...lectures are not indispensable. Other methods can teach i n f o r m a t i o n j u s t as w e l l " (p. 30). W i t h t h e s t a g e set, B l i g h m o v e s into an analysis o f the f a c t o r s that a f f e c t s t u d e n t s ' acquisition of i n f o r m a t i o n . T h i s m a y b e the m o s t intere s t i n g p a r t of the b o o k for m a n y readers, b e c a u s e f a c t o r s a f f e c t i n g stud e n t attention s p a n s a n d m o t i v a t i o n are discussed. B o t h o f t h e s e topics have warranted hours of faculty discussion and teaching efforts, and B l i g h p r o v i d e s interesting insights. B l i g h r e f e r e n c e s a great deal o f r e s e a r c h f r o m the p s y c h o l o g y a n d e d u c a t i o n literature a n d p r o v i d e s n u m e r o u s i n f o r m a t i v e g r a p h s as h e disc u s s e s f a c t o r s that a f f e c t s t u d e n t s ' attention (e.g., variations in s t i m u l a tion, auditory and visual stimulation, effects of a short break, and s t u d e n t s ' daily w o r k / r e s t r e g i m e s ) . H e states " t h a t lectures s h o u l d n o t b e l o n g e r t h a n 2 0 - 3 0 m i n u t e s — at least (not) w i t h o u t t e c h n i q u e s to v a r y s t i m u l a t i o n " (p. 61). In t h e c h a p t e r on s t u d e n t m o t i v a t i o n , B l i g h p r e s e n t s r e s e a r c h results o n i n s t r u c t o r e n t h u s i a s m , a n d the lightly r e s e a r c h e d s u b j e c t o f t a p p i n g into s t u d e n t m o t i v e s . S o m e o f his c o n c l u s i o n s are that " t h e w a y to interest a class is to d i s p l a y interest o n e s e l f ' (p. 63), a n d " t h e d e v e l o p m e n t o f s t u d e n t m o t i v a t i o n r e q u i r e ( s ) a c o n s c i o u s d e c i s i o n at t h e t i m e w h e n t e a c h i n g is p r e p a r e d , a n d s o m e s p o n t a n e i t y in a b a n d o n i n g a p r e p a r e d p r o c e d u r e w h e n m o t i v a t i o n a p p e a r s to f l a g d u r i n g a l e c t u r e " (p. 68). In o t h e r w o r d s , carpe diem. P a r t 3, L e c t u r i n g T e c h n i q u e s , will b e of m o s t interest to r e a d e r s w h o a r e l o o k i n g f o r i n f o r m a t i o n o n " h o w t o " lecture effectively. B l i g h ' s p r e s e n t a t i o n is v e r y t h o r o u g h , p o s s i b l y t o o t h o r o u g h , for instructors w h o are j u s t l o o k i n g f o r a s e r i e s o f f a s t t i p s o n h o w to p r e p a r e , i m p r o v e , o r d e l i v e r their lectures. H o w e v e r , f o r instructors w h o are l o o k i n g f o r m o r e analysis, the eleven chapters on lecturing techniques should be very i n t e r e s t i n g . F o r e x a m p l e , the n e w c h a p t e r o n R e a s o n s a n d E x p l a i n i n g p r e s e n t s a detailed a c a d e m i c d i s c u s s i o n of eight separate k i n d s o f e x p l a n a t i o n s . T h e n e w short c h a p t e r o n Styles o f L e c t u r i n g , p r e s e n t s an intere s t i n g s u m m a r y o f the r e s e a r c h in this area, i n c l u d i n g a d i s c u s s i o n o n h o w l e c t u r i n g style varies b y discipline. It led this r e a d e r to r e f l e c t a g a i n o n t h e c o m m o n p r a c t i c e of t e a c h i n g as w e w e r e taught. The Canadian Journal ofHigher Education Volume XXX, No. 1, 2000 195 Book Review s/Comptes Rendus Part 4, Alternatives w h e n Lecturing is Inadequate, will b e of interest to the m a n y instructors w h o w a n t to c o m b i n e lecturing w i t h other teaching m e t h o d s . B l i g h p r o v i d e s n u m e r o u s reasons w h y the lecture alone is rarely an a d e q u a t e teaching m e t h o d w h e n the instructor has multiple goals. B l i g h discusses, in very practical and applied terms, s o m e o f the teaching m e t h ods that can b e effectively u s e d with lectures. His practical presentation e v e n suggests r o o m and seating a r r a n g e m e n t s to e n h a n c e various c o m b i nations of lecturing a n d other teaching m e t h o d s . B l i g h ' s d i a g r a m s in this section will b e u s e f u l to instructors w h o w a n t to incorporate t e c h n i q u e s such as b u z z groups and horseshoe groups with their lectures. Further discussions of the lecture-discussion m e t h o d , case studies, short talks b y students, audio tapes, controlled discussion, readings, a n d c o m p u t e r facilities in the c l a s s r o o m should spark m a n y teaching ideas for instructors. Part 5, is a v e r y practical d i s c u s s i o n of p r e p a r i n g to give lectures. It is likely to b e v e r y u s e f u l to instructors w h o h a v e n o t h a d a great deal of e x p e r i e n c e lecturing or to t h o s e w h o w a n t to m a k e m a j o r c h a n g e s a n d i m p r o v e m e n t s to their lectures. B l i g h starts w i t h a d e c i s i o n s e q u e n c e that a s k s q u e s t i o n s a b o u t objectives, suitable t e a c h i n g m e t h o d s f o r the o b j e c tives, o r g a n i z a t i o n of the s u b j e c t matter, o r g a n i z a t i o n of t e a c h i n g time, s t u d e n t p r e p a r a t i o n and f o l l o w - u p , a n d t e a c h i n g t e c h n i q u e s to m e e t the o b j e c t i v e s . O t h e r c h a p t e r s discuss t h e i n s t r u c t o r ' s p r e p a r a t i o n of n o t e s f o r t h e lecture, h a n d o u t s , e q u i p m e n t r e q u i r e m e n t s , c o n c l u d i n g t h e lecture, a n d lecturing for the first time. B l i g h ' s r e f e r e n c e a n d b i b l i o g r a p h y section will b e u s e f u l f o r e d u c a t i o n a l r e s e a r c h e r s , a n d it is c l e a r t h a t h e h a s g o n e to g r e a t e f f o r t s to r e v i e w t h e p s y c h o l o g y a n d e d u c a t i o n literature w h e n w r i t i n g What s the Use of Lectures? The index, while adequate, could be m o r e extensive a n d t h e r e f o r e m o r e h e l p f u l to r e a d e r s w h o are l o o k i n g f o r i n f o r m a t i o n o n p a r t i c u l a r topics. What's the Use of Lectures? is an interesting and valuable book. It is in part a c a d e m i c analysis and literature review and in part a " h o w t o " b o o k with n u m e r o u s practical ideas and suggestions for the n e w and experienced lecturer. Potential readership will range f r o m graduate students looking for short literature reviews and support for hypotheses, to academics conducting their o w n research, to seasoned lecturers looking for research results to The Canadian Journal ofHigher Education Volume XXX, No. 1, 2000 196 Book Review s/Comptes Rendus h o n e their o w n lecturing techniques, to n e w faculty l o o k i n g f o r support b e f o r e g i v i n g their first f e w lectures. W h i l e it is difficult to a d e q u a t e l y serve such a w i d e audience, What's the Use of Lectures? does a good j o b of b l e n d i n g multiple objectives in a w a y that is of use to each of these groups. T h e fifth edition of What's the Use of Lectures? is a valuable and u s e f u l addition to the higher education literature. 4r- ^ • M i c h e l e M a r i n c o v i c h , Jack Prostko, & F r e d e r i c S t o u t (Eds). (1998). The Professional Development of Graduate Teaching Assistants. Bolton, MA: A n k e r P u b l i s h i n g C o m p a n y . P a g e s : 328. Price: $ 3 5 . 9 5 U S (hardcover). Reviewed by Dieter Schonwetter, University Teaching Services, The University of Manitoba. The Professional Development of Graduate Teaching Assistants is a c o m p i l a t i o n o f the skills, e x p e r i e n c e s , w i s d o m , a n d visions o f c o n c e r n e d researchers and practitioners representing various centres of Teaching A s s i s t a n t ( T A ) d e v e l o p m e n t . It p r o m o t e s t h e s c h o l a r s h i p o f t e a c h i n g t h r o u g h t h e d e v e l o p m e n t o f T A s b y m e e t i n g their p r e s e n t a n d f u t u r e p e d a g o g i c a l n e e d s . T h e text b e g i n s w i t h a historical o v e r v i e w o f T A d e v e l o p m e n t , f o l l o w e d b y the role of centralized and departmentally run p r o g r a m s , t h e c o m m o n a l t i e s o f TA training, a p p r o p r i a t e m e t h o d o l o g i e s , a s s e s s m e n t a n d e v a l u a t i o n , a n d c o n c l u d e s w i t h the f u t u r e d e v e l o p m e n t p r o g r a m s issues. T h e early beginnings, current themes, and future issues of TA developm e n t are discussed in chapter one. Historical concerns are illustrated as a progression o f c o m m u n i c a t i o n : " N o t h i n g to Say," "Private Conversations," " C a n W e Talk?," and " E x t e n d i n g the C o n v e r s a t i o n " (p. 1). C u r r e n t p r o g r a m t h e m e s include: t e a c h i n g in n o n t r a d i t i o n a l settings, u s i n g t e c h n o l o g i c a l a d v a n c e s , a c c e s s for all g r a d u a t e s t u d e n t s , encouraging r e f l e c t i o n , a p r o g r e s s i o n of d e v e l o p m e n t t h r o u g h o u t t h e g r a d u a t e s ' p r o g r a m , a n d t h e c o m b i n e d e f f o r t s o f p e e r s , m e n t o r s , advisors, a n d f a c u l t y d e v e l o p e r s . T h e skills and k n o w l e d g e base awaiting f u t u r e faculty include: interdisciplinary connections, interactive pedagogy, student The Canadian Journal of Higher Education Volume XXX, No. 1, 2000