Praise for small TEACHING
"The deft way that Lang positions his learning recommendations as ′micro′ changes will make this book catch on like wildfire in higher education."
Victoria Mondelli, executive director, Teaching Excellence & Engaged Learning, Mercy College
"Small Teaching is packed with ideas that will have you highlighting like mad. But this is no mere collection of tipsinstead, it′s a powerful, coherent framework aligned to the realities of teaching in higher education today."
Michelle Miller, director, First Year Learning Initiative, University College, and professor, Northern Arizona University
"Lang′s book offers what so many faculty members want and need: small–scale changes that can enhance their teaching and their students′ learningnot just ′someday′ but Monday."
Marsha C. Lovett, director, Eberly Center for Teaching Excellence & Educational Innovation, Carnegie Mellon University
"In Small Teaching, Lang shows us that sometimes less really is moreless disruptive and more appealing, less complicated and more doable, less busy–work and more student learning. Be ready to underline, add comments, attach sticky–notes, and share your copy. In fact, buy two because your first copy will forever be on loan to colleagues ready for easy–to–adopt ideas that offer real results."
Susan M. Zvacek, associate provost for the Advancement of Teaching & Learning, University of Denver
"Lang′s ′must–read′ new book Small Teaching presents a vital array of brief classroom activities, course interventions, and course design modifications that can enhance student learning, any of which can be employed at any time during the semester. Supported by thorough research and an engaging narrative style, this book can be mined by faculty across the disciplines on any campus that prizes student learning."
Jeffery Galle, director, Center for Academic Excellence, Oxford College of Emory University
"The notion that amazing teaching can come as a result of making small, research–based changes seems simple, but it has the potential to empower many in higher education. James Lang has done us all a great service by providing strategies that allow us to be more efficient and effective in the classroom without overhauling our entire approach to teaching."
Joshua R. Eyler, director, Center for Teaching Excellence, and adjunct associate professor of humanities, Rice University
"James Lang′s Small Teaching manages to distill volumes of educational research into practical strategies that can be put to use immediately, without having to remake your whole course. I expect I′ll be seeing well–thumbed copies on professors′ bookshelves for years to come."
David Gooblar, pedagogy columnist for Chronicle Vitae, and founder of PedagogyUnbound.com
About the Author xi
Introduction: Small Teaching 1
Part I Knowledge
1 Retrieving 19
2 Predicting 41
3 Interleaving 63
Part II Understanding
4 Connecting 91
5 Practicing 113
6 Self–Explaining 137
Part III Inspiration
7 Motivating 167
8 Growing 195
9 Expanding 219
Conclusion: Beginning 243
Works Cited 247
JAMES M. LANG is director of the Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of On Course: A Week– by–Week Guide to Your First Semester of College Teaching and Cheating Lessons: Learning from Academic Dishonesty as well as a monthly column for The Chronicle of Higher Education. His website is www.jamesmlang.com.