4 stars There are few things I enjoy more about the end of the semester than thinking about what worked and what I'll do differently during the next round， so I couldn't have been happier to receive this book during finals week。 It did not disappoint。 This text， authored by two folks who have varied experiences in higher ed instruction， centers on a timely topic: the outdated state of current college classrooms and how to correct that situation。 In two parts - "Changing Ourselves" and "Changing 4 stars There are few things I enjoy more about the end of the semester than thinking about what worked and what I'll do differently during the next round， so I couldn't have been happier to receive this book during finals week。 It did not disappoint。 This text， authored by two folks who have varied experiences in higher ed instruction， centers on a timely topic: the outdated state of current college classrooms and how to correct that situation。 In two parts - "Changing Ourselves" and "Changing Our Classrooms" - the authors set the scene for why and how modern instructors need to change and some specific strategies for making this happen。 There are many worthwhile aspects of this read， including but not limited to its helpfulness for a wide variety of audiences and its inclusion of various practical strategies。 The authors provide insight into the modern classroom that does feel a bit basic at times; however， the tone is welcoming versus patronizing。 Folks who have not been spending all of their free time in pedagogy-centered webinars since March of 2020 can be brought up to speed quickly， and those who have taken regular advantage of every PD opportunity may find some review but not to a frustrating degree。 MOST folks who are interested enough to give this book a shot will find something new and/or at least an affirmation of why they need to persist with those newer efforts。 The most practical use is definitely the detailed strategies。 There's a solid attempt to make this useful for instructors of all disciplines。 Everything from collaborative syllabus building to enhanced class participation to meaningful feedback to more effective grading practices gets covered here。 There's enough material for a reader to learn about the topics and employ some beginner to intermediate strategies from the jump。 Those interested in more in-depth conversations about meatier subjects like antiracist teaching and ungrading will get an introduction here but should be prepared to participate in further study。 I've taught at the college level for almost two decades now， and in addition to being an avid fan of every PD opportunity， I also regularly train fellow faculty。 I love how useful this book is for introducing multiple current concepts to newer faculty and will be recommending it frequently。 As an added bonus， I'm completing the read with a spark to go back to some ol' tried and true methods mentioned here as well as the compulsion to keep tackling some of the more challenging techniques。 As the authors remind readers， we don't have to get it right all the time。 Davidson and Katopodis also give us that friendly nudge to never give up or surrender， thus effectively practicing exactly what they're preaching: skilled facilitation。 *Special thanks to NetGalley and Harvard UP for this arc， which I received in exchange for an honest review。 The opinions expressed here are my own。 。。。more