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This paper explored James’ Lang’s work Small Teaching as a useful resource for developing and incorporating structured reading groups in the required upper-level theology courses at the institutions where I teach. The purpose of the reading groups is to increase student engagement and facilitate deep learning, with each reading group role patterned on one of Lang’s models or principles of knowledge, understanding, and inspiration.
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The Wabash Center Journal on Teaching is published pursuant to a Creative Commons Attribution-Non-Commercial License (CC-BY-NC).