James M. Lang
James M. Lang is a Professor of English and the Director of the D’Amour Center for Teaching Excellence at Assumption College in Worcester, MA. He is the author of five books, the most recent of which are Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016) 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). Lang 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 new series of books on teaching and learning in higher education for West Virginia University Press; he co-edited the second book in the series, Teaching the Literature Survey Course: New Strategies for College Faculty (2018). He has conducted workshops on teaching for faculty at more than a hundred colleges or universities in the US and abroad, and consulted for the United Nations on the development of teaching materials in ethics and integrity for college faculty. In September of 2016 he received a Fulbright Specialist grant to work with three universities in Colombia on the creation of a MOOC on teaching and learning in STEM education. He has a BA in English and Philosophy from the University of Notre Dame, an MA in English from St. Louis University, and a Ph.D. in English from Northwestern University.
Keynote: 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 interactive keynote 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 upcoming courses.
Dr. Lang will also be facilitating one of the Concurrent Sessions:
Cheating Lessons: Learning from Academic Dishonesty
When students engage in academically dishonest behaviors, they may be responding to subtle pressures in the learning environment that interfere with deep learning and nudge them toward cheating. Hence if we can gain a better understanding of the reasons for academically dishonest behavior, we can use that knowledge to improve our course design, teaching practices, and communication with students. This interactive workshop will provide an overview of the various pressures that push student toward academic dishonesty, propose solutions for helping students learn how to do their work with integrity, and invite discussion about how to build a campus culture of academic integrity.