Assessment shows that most students need feedback within the first three weeks of a course
Rethink numbers of exams, assignments, etc. Traditional midterm and final may not be the best for student learning (Students would have to retain 8 weeks rather than 5 weeks of material for midterm and final)
Strategize course improvements (and save time, ultimately with improved student performance)
Promotes student engagement
Addresses students questions and concerns
Leaves time to make adjustments/revisions for next term
The Practical 4: Student Engagement, Rethinking Lecture & Class Time
Don't throw the baby out: lecturing can be effective
Consider retooling lectures for the new pace of semesters
Work to identify circumstances under which lecturing stops being effective
Find and develop alternative strategies that make use of content you've already developed
Consider your uses, and types, of student assessment such as Classroom Assessment Techniques (an intro to CATs via the Schreyer Institute). Are there more informal, low stakes opportunities for you to assess and improve your students' learning (see here)?
Metacognition and Student Learning: This Chronicle of Higher Education article illustrates the importance of early and on-going formative assessments feedback for students and how it helps students improve their understanding and perform better on exams and other high-stakes assignments.
Standing Up for Teaching: Read how faculty in the STEM disciplines at Johns Hopkins are integrating active-learning approaches in their courses to improve (already terrific) retention and graduate rates.