Experts claim that assessment has three main purposes: to promote learning, to judge achievement, and to maintain standards. The Quality Enhancement Plan (QEP) is concerned about all three of these outcomes. That is why the Active and Collaborative Engagement for Students (ACES) Fellows program was implemented. The focus is to create an environment that allows faculty to redesign their classes using active learning methods. The QEP is specific to the core and developmental courses but the Center for Teaching+Learning Enhancement provides programming for the entire campus community. If you are interested in learning more about yourself as a teacher, take a look at the services offered by CT+LE and let us know how we can help. In addition, we will be announcing several new opportunities that will help you use self-reflection techniques to improve your teaching skills. As life-long learners, we all know how important it is to continually evaluate our effectiveness. Eliana Osborn offers the following advice for instructors who teach at night or have longer classes. Get students out of their seats. Everyone groans the first time you make them head to the back of the classroom, but class is no time to get comfortable. After a minute of stretching, ask review questions. They don’t get to sit down until they answer one correctly. Keep things light. When you get to a few students left who are struggling to come up with answers it is a good idea to modify your questions accordingly. She notes that short activities are also useful in long classes. Try to break up that time into smaller segments: 15 minutes of review from last week, 15 minutes from the book, partner practice, whole-group review, more direct instruction, work with a partner, read in a small group, and individual writing time. It is more work to come up with a variety of activities but it leads to increased engagement and greater retention of content, which is the goal.