Large-scale course (re)design can be daunting. While faculty sometimes can dedicate much time to course revision, often course changes have to be completed quickly. How can you make the kinds of changes in your courses that don’t substantially increase your workload but still support student learning? Based on the concept outlined in James Lang’s 2014 book Small Teaching, small course design can help you make incremental changes to your courses that are both practical and impactful. This workshop will share and model evidence-based incremental course revision strategies that you can use to support student learning.