I try to devote up to one class period to answer student questions, though I really try to make sure they bring in the questions instead of me telling them new information (though I'm not always successful). This usually works better during the optional night-before-review sessions I offer. I also give students a set of review problems and post the solutions on-line. Student review questions often center on these review problems. I also give students a review handout. I've recently restructured these to try to be more prescriptive. Instead of "know this and this," I know say, "you should be able to …" and focus more on the skills they need (including what they should be able to explain) and not just mentioning the topic. I should also note that students also take weekly quizzes, typically two before each exam, that I design to include questions similar to what they will see on the exam. This way, students realize that many of the questions will involve explanation and not only (if any at all) calculation. The grading guidelines and feedback on these quizzes should give them information about my expectations for their answers on the exams. Students also have access to model quiz solutions on-line. I also have an online set of multiple choice questions that they have the option of taking before the final.

I usually hold a one-hour review session in preparation for the exam. Typically, I also hand out a copy of the exam from the last time I taught the course. I post solutions to that exam, and hold an optional session to go over the exam with any students who have questions about it.

I like to have students tell me what they have learned in the unit, as a review. For example, I'll ask them: tell me everything you know about bivariate data. Then they tell me what they know and we talk about the different concepts and skills. If there's something missing, I try to give hints so they will think of it. I review during part of the class session before an exam. Sometimes I bring a sample exam to class and students work on that together and we discuss questions they have.

I could never offer out of class review sessions as students at my commuter campus would scream because I would never be able to schedule a good time for everyone. I do spend about 20 minutes going over an outline of material that will be covered on the in-class exams. I give them a hard copy of this outline so we can go over it more quickly. I used to give the outline as a lecture and I found it took the whole class. I do give students a practice test 2 sessions prior to each in-class exam. I also provide answers to that test the class before the exam. This is a great deal of work and I do not know how helpful it is, but students seem to really want it. I go over any questions from past practice homework or the practice exam in the class prior to the in-class exam. I try to give them as much as resources as I possibly can to succeed. Then when students do poorly I can lay out all the opportunities they had for practice. For the in-class final, I only review the material since the last test and give practice questions since the last test, but I do remind them the final will be cumulative. I then tell them how to organize their notes from the entire semester to help them study for the final.

Virtually no class time is spent to review for an exam. Occassionally I offer out of class review sessions, but this is not a norm. There is no review sheet. However, I develop a web site for online exercises. There are a collection of problems with detailed solutions on this online assessment site. Every student can logon and do their practice as many times as they want. The site also collect the duration time each student are on the site. A summary of the frequency of chosen answers are reported. This allows a quick check on how students understand each concept.

The online assessment site is available at anytime. Students are encouraged to do these online problems, but not required.