My reflections on this dilemma led me to consider whether I should incorporate into my workshops more activities that instructors could turn around and use in their classrooms the next morning or the next week without an extensive overhaul of their teaching—the pedagogical equivalents, in other words, of small ball. With that prospect in mind, I dove into the literature of teaching and learning in higher education with new eyes, seeking small-ball recommendations that were both easy to implement and well supported by the research.
