Titles Only

1. Introduce a few people to a few good tools and get out of the way. Well, not exactly...
2. Take a small slice of a bigger pie
3. Exemplify, convince:  "If he/she can do that, so can I."
4. Avoid Imposing or Embarrassing
5. Start with a small group ("Compassionate Pioneers" & other stakeholders)
6. Make first steps small enough to feel safe
7. Small steps well-planned, not wasted! Underpromise and Overdeliver! On time.
8. Keep Track - Encourage, Support
9. Obtain and Use Feedback - Sparsely, Cumulatively
10. Small Sessions for Small Steps
11. Small Steps are Inevitable

Titles + Explanations  

1. Introduce a few people to a few good tools and get out of the way.  Well, not exactly...

2. Take a small slice of a bigger pie
   Identify the smallest part of an attractive innovation that can be implemented meaningfully.

3.  Exemplify, convince:  "If he/she can do that, so can I."
   Model desired results.  Showcase a few positive outcomes very quickly -  featuring individuals who are both respected and considered "normal" - emulate-able. Begin with the smallest number of qualified individuals (well-respected evangelists and Compassionate Pioneers) who have the potential for engaging most colleagues.  Support especially those who are able to fail and learn from their failures comfortably - instead of being embarrassed or devastated.

4. Avoid Imposing or Embarrassing
   Avoid even the appearance of imposing a new technique on everyone at once.  Avoid having over-zealous evangelists or institutional leaders [attempt to] mandate faculty-wide adoption of .... Avoid making participants feels as if their participation is an acknowledgment of their own inadequacy.

5. Start with a small group
   ("Compassionate Pioneers" & other stakeholders - or a few small groups or even a pair or trio.)
   Focus on a specific goal, project, or technology.  Small groups of people, and small events, often attract the risk-takers or evangelists, who then feed their experience to others.   But it's the Compassionate Pioneers who might be among them who are most important!  Find ways to foster discussions about teaching among like-minded faculty with very similar concerns so that, when one makes an observation or suggestion, most other folks are likely to grasp it quickly and are likely to find it relevant.

6. Make first steps small enough to feel safe
   Make the steps small enough to feel safe.  Ensure that small steps will be assessed appropriately (commensurate with the goals and resources used).  Confirm that those who take "small steps" will be respected and rewarded for taking small risks and making small errors on the path toward small but valued achievements.  Engage “higher ups” in conversation about this strategy so that they won’t assess it in inappropriate terms.   Lower Thresholds!  See also LTAs.

7. Small steps well-planned, not wasted!
   Underpromise and Overdeliver!  On time.
   [Kim Conley, KCTCS, 4/9/2008]
   Make it clear that small steps are part of the PLAN – small steps aren’t wasted.  Be prepared to explain the reasoning and history that led to these small steps.  But don't plan in too much detail too far in advance.  Don't begin with a precise dissemination plan;  leave room for serendipity, adjustment, and delay.  Engage first participants in planning and running activities.  Clarify, articulate, publish main goals, timeline.  Communicate well in advance if any deadlines or goals are not going to be met when and how anticipated.

8. Keep Track - Encourage, Support
   Keep track of the small steps and who’s making them.  It's too easy to lose some in the flurry of more steps and more folks.  Provide encouragement and support for those who take even one of the small steps.

9. Obtain and Use Feedback - Sparsely, Cumulatively
   Ask students about changes you’ve made to see what they see.  Identify areas where several "small steps" are each contributing incrementally to some significant cumulative improvement (e.g., lots of small steps each intended to help students write better, and then confirming that the students are indeed writing better).

10. Small Sessions for Small Steps
    For brief planning, update, reporting sessions, consider face-to-face meetings with food, gifts, ...See also Brief Hybrid Workshops. 

11. Small Steps are Inevitable
    Changing most daily activities of teaching can only be done in small steps.  (Even when a faculty member commits to making a big change (e.g., a course redesign; a new course design), that can only be done as a series of small steps of implementation and operation.

Back to top of page

The need for forced return in a defined amount of time:  Some grant funding criteria almost force applicants to make "big" plans that the grantees are almost certain will not work as such -  ever , or without at least starting small and making changes along the way... and the process will probably take longer than the 3 years many funders require