Small Teaching: From Minor Changes to Major Learning
Research from the learning sciences and from a variety of educational settings suggests that a small number of key principles can improve learning in almost any type of college or university course, from traditional lectures to flipped classrooms. This session will introduce some of those principles, offer practical suggestions for how they might foster positive change in higher education teaching and learning, and guide faculty participants to consider how these principles might manifest themselves in their current and upcoming courses. We will pay special attention to the kind of small changes that could be made in both large lectures and discussion sections of courses in business and economics.
Bio: James M. Lang is a Professor of English and the Director of the D’Amour Center for Teaching Excellence at Assumption University in Worcester, MA. He is the author of six books, the most recent of which are Distracted: Why Students Can’t Focus and What You Can Do About It (Basic Books, 2020), Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016) and Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008).
Jim writes a monthly column on teaching and learning for The Chronicle of Higher Education; his work has been appearing in the Chronicle since 1999. His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the Boston Globe, Chicago Tribune, and Time. He edits a series of books on teaching and learning in higher education for West Virginia University Press.
A dynamic and highly sought-after public speaker, he has also consulted with the United Nations on a multi-year project to develop teaching materials in ethics and integrity for high school and college faculty. Read more about James here.