This volume reviews the current literature on the problems of classroom improprieties, focusing on student behavior, but extending the focus to include an examination of how faculty behavior may contribute to instances of classroom incivility. More specifically, the authors examine what constitutes faculty misconduct in teaching, what the impacts are of student incivility on learning, and the "synergistic play" between faculty improprieties and student incivility. The volume is organized into three parts: part one discusses some background issues; part two discusses faculty improprieties and remedies; and part three focuses on student rights and remedies.

The introductory chapter discusses at a general level what constitute faculty and student classroom improprieties. The editors provide a framework for analyzing the relations between faculty and students, and teaching and learning. Essentially, according to this schema improprieties by either faculty or students harm both teaching and learning. The second chapter provides a theoretical overview by surveying the major sociological theories available for explaining classroom incivilities. The third chapter examines the influences of the gender and race of the instructor upon classroom incivilities, concluding that faculty from non-dominant groups, such as women and faculty of color, do suffer from a greater degree of student classroom incivility.

The second part of the volume focuses on faculty improprieties. The fourth chapter examines the specific faculty improprieties of condescension, poor course planning, sexual relations with or harassment of students, non-objective grading, disregard for student needs and concerns, and poorly communicated course details. The research shows that these are only rarely observed and that the most frequently observed impropriety was poor course planning, while the least observed was sexual misconduct. The authors argue that while students have some recourse in response to such improprieties, colleges and universities have a responsibility to the student and to the public at large to put mechanisms in place to safeguard the welfare of the students. The fifth chapter reports on research that shows that violations of norms of teaching have a negative impact on student academic and intellectual development. The authors here again urge that in order to protect the welfare of the students, steps should be taken to cultivate adherence to these norms by faculty. The sixth and final chapter in this part provides a model code of conduct for undergraduate teaching, including such general norms of teaching as "courses should be carefully planned," "important course details should be communicated to students," and "students should be treated with respect." The authors also suggest various means for formalizing and institutionalizing these normative expectations.

The third part of the volume focuses on student rights and improprieties. The seventh chapter examines data on what students see as norms of appropriate classroom behavior. The authors conclude that one category of classroom incivility is deemed inappropriate by students: insolent inattention by other students, but that disrespectful disruptions were not seen to be normatively proscribed. They also found that males and members of social fraternities were more accepting of classroom incivilities than females and non-members of social fraternities. The eighth chapter examines the effects of student incivilities on the educational environment in the classroom. Here, the authors conclude that student peers have a considerable effect in regulating classroom behavior. Not surprisingly, they find that classroom incivilities negatively affect student achievement and persistence in their educational goals. Faculty can limit the impact of incivilities by defining expectations for student behavior, reducing student anonymity, seeking feedback from students, and designing the course around an active learning approach. The ninth chapter discusses ways that faculty and institutions can communicate to students expectations of behavior as well as faculty teaching expectations. The authors suggest expressly addressing student incivilities directly in the syllabus, detailing a code of conduct in the student handbook, and outlining students' rights. The concluding chapter summarizes the main conclusions, especially noting the need for further empirical research. The editors then offer two final conclusions. First, although teaching improprieties occur infrequently, the rate is sufficiently significant to warrant attention. Given the impact such improprieties can have on student welfare and educational attainment, it is our professional responsibility to take steps to mitigate such improprieties. Second, student classroom incivilities also harm the educational environment, and while students exercise some normative control over this behavior, this is limited. This suggests there is an obligation on the part of faculty and institutions to seek effective ways of minimizing such incivilities.

This slim volume is a useful survey of some of the current research on classroom incivilities. It is distinguished by its assumption that there is a mutual influence between faculty and students and that both can contribute to classroom incivilities. However, as is repeatedly noted, there is a paucity of empirical research in this area and much more needs to be done in order to refine and substantiate the conclusions reached by the authors. Thus, much, though not all, of the information presented will accord with the experiences of faculty and will appear common-sensical. There is helpful information here, however, for example regarding what students do and do not perceive to be especially problematic behavior, and the ways that faculty can contribute to this incivility in the classroom. This is a useful survey of current thinking regarding faculty and student classroom improprieties that is both theoretically and empirically grounded.