Small Changes, Big Impact: Reflections from a Spring C-I Faculty Learning Community
“No significant learning can occur without a significant relationship.”
—James Comer
In February, we shared that a group of C-I faculty were meeting together to read and discuss
’s Small Teaching. Supported by the Louisiana Board of Regents Meauxmentum Scholars Program, this FLC focused on strengthening communication-intensive (C-I) teaching through small, research-based changes. Throughout the spring semester, we explored Lang’s Small Teaching and TILT (Transparency in Learning and Teaching) framework, but really used these ideas and resources as references for conversations about other pressing issues (like AI) and concerns about our teaching (“I am not sure I am reaching them!”). Part workshop, part water-cooler, part therapy, these conversations were highlights of our semester. As Spring wrapped up, we each wrote a reflection highlighting our biggest takeaways. Here are some excerpts of those reflections in hopes that they might inspire other conversations in our Substack or with your colleagues in person.
Our FLC Framework
“Teaching in higher education is also a paradox. It is the part of our work that is most clear to the public, but the behind-the-scenes preparation is very frequently done in private.”—FLC participant
Before we get into the reflections, a little note about how we structured the FLC. One unique thing about these sessions was their very loose structure. Each session began with a check-in, followed by a few prompts: What is going on in your class? What have you been working on this week? What questions about your teaching have you brought with you today? At the close of each meeting, we would go around the room and share a goal for the next week, something we would try. That act of verbalizing our intentions and goals—and returning to report and reflect on these later—led to additional discussion points and created a kind of energy and momentum for our little community.
“The FLC helped me connect with other C-I teachers… I knew it would be worthwhile, and it was.”—FLC participant
The Power of Clarity: TILT in Action
We had frequent conversations about assignment clarity and student buy-in. At our very first meeting, we talked about TILT and how it might be helpful. Many of us experimented with this framework throughout the semester and were pleased by the results. Dr. Paula Davis, who teaches a Skills in Working with People course in Social Work, described her shift to explicitly TILT her assignments.
“I have always talked about the purpose of the assignment,” she explained, “but TILTing allowed me to be more direct and intentional… Students appear to be more willing to take risks when practicing the skills.”
One especially compelling outcome was that students began to take more initiative, asking for clarifications, and offering suggestions. After receiving clearer instructions, students requested changes, like pausing class videos at key points to reflect in real time. It’s a small adjustment that can lead to deeper engagement and maybe even more authentic practice.
Rethinking the First Five Minutes
Throughout the semester, we returned to Lang’s Small Teaching, but this wasn’t a traditional book club but more of a learning community sharing ideas, challenges, and resources. One of the great things about Lang’s approach is that it is small changes, things that can be done in the middle of a semester or even in planning for class tomorrow. It doesn’t require a large syllabus overhaul or long training. Dr. Hannah Plauche, a faculty member in Child and Family Studies, was inspired by this idea. She decided to focus on using the first few minutes of class to help students re-engage and reflect on their learning.
“I started class by bringing in examples of what we discussed in the previous class,” she said, “and gave them the opportunity to offer ideas about how to adapt the weekly writing assignment.”
She was really pleased with the result and found students making richer connections between readings and real-world applications. She also reported that students began to offer their own ideas, and Hannah invited them to co-create future prompts. It was exciting to learn that students seem to be taking greater ownership of the learning process as a result of such a small change. What began as a tweak to structure became a shift in classroom culture.
Testing the Boundaries of AI
It’s probably not surprising that generative AI in teaching and learning came up in nearly every session. We talked about many things, from concerns to promises to sharing resources and uses. Several faculty members took the leap to bring those conversations directly into their classrooms. Dr. Corrie Kiesel, who teaches American Folklore in the English Department, designed an assignment where students prompted an AI to suggest examples and then led students to critically evaluate the results.
“I hoped students would recognize the possibilities and limitations of AI tools,” she shared. “And they did—especially when they realized the AI couldn’t accurately reflect the depth of disciplinary knowledge.”
There are still many deep questions about the appropriate place of AI in learning, but our community was brave in stepping out and trying some new things. We did not reach any conclusions, but explored ideas together about how to help students see themselves as knowledge creators, not just consumers.
Making Feedback Work Better
Feedback was another recurring theme in our group. Dr. Naomi Bennett (Communication Studies) and Dr. Allie Boquet (Special Education) both experimented with digital platforms, like OneNote and OneDrive, to streamline how they gave feedback and how students engaged with it. They even gave us some tutorials! It’s exciting to think about how we might use tools like these to give meaningful feedback to students, in a way that also archives the discussion.
Allie noted a meaningful shift:
“Students reported that they were more reflective and were able to use the feedback to correct or improve their assignment.”
Feedback is a central part of C-I pedagogy, and we had many discussions around not just how to do it but the importance of it, and how to best help students understand the value.
Why These Conversations Matter
Taking time out of our busy days to think and talk about teaching can sometimes seem indulgent. Maybe it is sometimes. That said, indulging in a little human connection, vulnerability, and reflection in a community about our teaching can also bring some pretty special rewards. We kept notes in each meeting of the resources and ideas shared so we could all come back to them as needed. But more than all of the practical stuff, what we appreciated most about the work and time spent together in our FLC was the bravery of our colleagues to be open, vulnerable, and willing to try something new. We came together to increase our impact on students, to help them become better communicators, but we also found cheerleaders for our experimentation and persistence in the work of teaching. One small meeting, one small community, and one small change at a time.
Follow Along This Summer
CxC’s faculty development team has created a couple of in-person learning communities for the summer and will be exploring a few books and resources together. Follow along with us in your own time (or start your own FLC with your peers) and share your thoughts on these resources!
More Than Words: How to Think About Writing in the Age of AI by
The Opposite of Cheating: Teaching for Integrity in the Age of AI (Vol. 4) by Tricia Bertram Gallant and David Rettinger