Small changes to college teaching practices can make a big difference in building and maintaining successful relationships with students. Author and professor James M. Lang has authored two editions of , in which he delivers "practical guidance on implementing the latest cognitive and educational research in the form of small, manageable and actionable changes to [learning spaces]" (2021).
Small teaching, however, was not a new idea and Lang wrote a series of short articles during the 2015-2016 academic year, briefly describing some of these small changes that college teachers could make to improve student engagement and, in the long run, student learning.
To access the entire collection of Lang's Small Teaching articles for The Chronicle of Higher Education, .
If you prefer to access specific content from the series, select one or more of the following links, which will take you directly to The Chronicle archives.
Teaching faculty can implement small changes for potentially big impact as a course is being taught. Larger, more substantive changes, such as revising course learning objectives, modifying assessment methods, or introducing new assistive learning technologies, require more thought and time to ensure that our intentions match the desired function for students. UCITE is available to work with you to help improve student engagement and deepen student learning. Contact us for more information and to schedule a time to meet: ucite@case.edu.