This book will improve the quality of instruction that college students need. It makes numerous suggestions that must be tended to when teachers instruct students. For example, the authors speculate about ways teachers can present what may at times seem to be a mountain of information without burying students under it; why teachers must continually update their Internet skills; and whether courses are taught on campus or online, they should not be academic fluff or pedagogical gimmicks. Throughout the book the authors punctuate sentences and paragraphs with metaphors, similes, hyperboles, and ironies in order to adequately capture a panoramic view of the consonance and dissonance that characterizes effective and ineffective teaching. Scattered throughout the book are suggestions about ways teachers can become more responsive to students. For example, it provides suggestions on how classroom and online teachers can consciously manage sounds, movements, colors, and the other aspects of teaching as though they were like drama, music, ballet, or literature in order to keep students attentive. This is one of the few books that give equal attention to teaching classroom and online courses. Face-to-face teaching is more art than science, so the first part of the book is interpersonally expansive. Online teaching is more technology and science than art. Therefore, the second part of the book is more straightforward, less interpersonal. By reading this book, teachers will find out what will work for him or her, and it provides a lot of interesting information about other teachers, including the authors. Also provided are succinct overviews of several instructional methods, including their theoretical foundations, that can be used independently or together to enhance the education of college students. Many of the topics discussed in one chapter are revisited in later ones. This spiral approach to learning is actually repetition and supplementation for knowledge transfer. The exercises at the end of each chapter serve dual purposes: they are both self-assessments and summaries of selected data. The book will serve as an excellent resource for would-be, new, and experienced teachers as well as professional development staff and librarians. This book divides into two parts and seven chapters. Part I, Teaching Classroom Courses, contains: Introduction (George Henderson); (1) "Lectures:" (Back to the Future/The Good, The Bad, The Ugly/Giving New Life to an Old Process/Questions and Answers/Discussion Groups/Lessons Learned/Et Cetera/Exercise 1: Irritating Lecturer Behaviors; (2) "Collaborative and Cooperative Activities:" The Process/Written Reports/Oral Presentations in Perspective/Role-Playing Improvisations/And Games, Too/A Few Other Group Activities/Making It all Work/ Exercise 2: Student Team Skills. and (3) "Classroom Group Dynamics:" Volatile Mixtures/Pressure/Competition/Teacher Attitudes/ Communication/Grades Forces Within Groups/Empowering Students/Exercise 3: Classroom Group Dynamics. Part II, Teaching Online Courses, contains: Introduction (Susan Smith Nash)/My Awakening/Thinking Globally/Exploring the Information Superhighway/We Haven't Gone Far Enough; (4) "E-Learning to the Maximum:" Why Does It Work?/Traditional Versus Online Institutions/Digital Natives/Feelings and Emotions Matter/Learning Strategies/A New Paradigm/Exercise 4: Digital Immigrants, Natives, or Geeks?; (5) "Virtual Learning Basics:" The Litmus Test/Time Management/Taking Notes: From an Online Student's Perspective/Text-Based Learning/Skill and Drill/Mobile Learning/Podcasts and the Working Memory/Vodcasts/Putting It Together/Exercise 5: E-Learning Beliefs and Behaviors = Attitudes; (6) "Situated Learning:Cyberspace Group Dynamics:" Communities of Scholars/Collaborative Team Assignments/Problem-Solving/Making Connections/How Online Programs Fail Students/Educational Bridges and Learning Styles/Plagiarism/Ethical Issues/Exercise 6: Feedback; and (7) "The Big Picture:" Paying the Price for Excellence/Appropriate Leadership/The Digital Divide/What Will We Gain?/Exercise 7: Goals for Professional Development. Appendices: "Helpful Handouts for Students and Analysis of Two Exercises," include: (A) Key Factors for Success in Online Courses; (B) Conducting Online Research; (C) Audience Analysis; (D) Why Do Kids Kill? A Sample Cause and Effect Essay; (E) Getting the Most From Video; (F) Getting the Most From Podcasts; (G) How to Study for an Online Quiz; (H) Digital Immigrants, Natives, or Geeks Analysis; and (I) Learning Beliefs and Behaviors Analysis. The book also includes a preface, bibliography, name index, and subject index.