As the term draws to a close, students are not the only ones counting the weeks left. Instructors, too, often feel a mix of relief and fatigue. However, while the finish line may be in sight, what happens in those final weeks can be some of the most impactful moments of the entire course. Far too often, the end of a course is treated as an administrative period, marked by the collection of assignments, preparation for tests, and course evaluations. However, research and teaching practice suggest that this stretch can—and should—be much more. The final weeks are an opportunity to consolidate learning, deepen reflection, and help students leave the course with a sense of accomplishment and continuity.
Ending a course well helps students understand what they have learned, use it in other situations, and feel a sense of closure. It also gives instructors a chance to reflect on and improve the course for the next time (Stone, Powell, and McGuire 2020).
Revisit Learning Outcomes to Reinforce Understanding
One of the best ways to structure this final phase is by revisiting the learning outcomes. At this point in the course, students have encountered significant themes and concepts, but they may not yet see how they all fit together. You can facilitate this by asking students to engage in a learning outcome reflection activity—matching each course objective with a specific assignment, concept, or experience. This encourages students to internalize the course structure and reflect on their growth. Annotating earlier assignments or revisiting early reflections with newly acquired knowledge can reinforce their sense of progress. These metacognitive strategies have been shown to improve both retention and student satisfaction (Bangert-Drowns, Kulik, and Kulik 1991).
Help Students Reach Cognitive Closure
As the end approaches, it can be tempting to try to “cover more” or introduce one last complex theory. However, research shows that introducing too much new material late in the term can lead to cognitive overload (Schwartz & Bransford, 1998). Instead, focus on helping students reach cognitive closure. This involves creating space for them to synthesize what they have learned. One approach is to host a “big ideas” class discussion where students collectively identify and explore the three or four most critical takeaways. This could be done in groups, using concept maps or visual timelines, or through creative synthesis activities—such as summarizing the course in 280 characters, designing a graphic, or teaching a core idea to someone outside the field. These methods encourage active processing of material and can support different learning styles.
Promote Peer Teaching and Collaborative Review
Another effective way to create momentum in the final stretch is to engage students in peer teaching and joint review. This taps into the benefits of social learning, supporting students’ learning while promoting a sense of community. Peer-led review sessions can involve students taking turns explaining key topics, preparing review materials, or facilitating study groups. In online settings, students might create narrated slides or post video explanations. (Topping 2005) emphasizes that peer teaching promotes engagement, motivation, and a deeper understanding of concepts. A collaborative study guide, built as a shared document or Padlet board, enables students to crowdsource notes, identify knowledge gaps, and co-construct meaning from the course content.
Flexible and Creative Assessments
Final assessments naturally dominate the end of the term, but they do not have to be high-stress hurdles. In fact, they can be designed as culminating experiences that invite students to integrate and apply their knowledge and skills. Whether your final assignment is a paper, presentation, portfolio, or exam, distinctly expressing your anticipations and helping students throughout the process is essential. Offering rubrics, example answers, and chances to ask questions can ease student stress and boost their confidence (Olson and Krysiak 2021). A rubric allows for reliability, validity, and transparency in grading student work (Schwartz and Bransford 1998).
In some courses, alternative or flexible assessment options can be meaningful, allowing students to select how they demonstrate their learning. This might include multimedia projects, reflective essays, or real-world application tasks. Offering a “project lab” class where students can brainstorm ideas, seek feedback, or work in groups can also reduce isolation and improve the quality of final submissions.
Gather Reflection and Feedback for Continuous Improvement
Reflection is one of the most overlooked yet most powerful tools available to instructors. The last few weeks offer a prime opportunity to gather feedback, not just for your improvement, but to help students reflect on their learning. Creating a simple “course wrap-up survey” with questions like “What helped you learn the most?” or “What would you do differently if you retook the course?” promotes self-awareness. Some instructors even include short reflection elements in their final assignments, encouraging students to describe their process, challenges, and learning outcomes. Reflection also helps foster a sense of closure, which is essential for learning and emotional processing.
In addition to reflection, feedforward focuses on providing students with prior exposure to and practice with assessment, enabling them to develop a clear sense of expectations and standards that they can apply to future work (Carless, 2007; Boud & Molloy, 2013). Feedforward involves helping students connect course content to future learning or real-world applications. You might conclude your course with a brief discussion of the next steps, including which electives complement the course, what career paths align with the content, or what reading and media resources can support continued growth. A simple handout or post in your learning management system featuring recommended resources, articles, and tools can go a long way. This also reinforces the idea that the course is not a self-contained experience but part of a broader learning journey.
Create Emotional and Social Closure
Another critical but often neglected aspect of course endings is the emotional and social closure. The last day of class should not feel like a transaction—it should feel like a moment of celebration. This does not require balloons or big productions. It might be a unique reflection from the instructor on what made this cohort special, a slide deck of class highlights, or a casual roundtable where each student shares a takeaway. Even small rituals can have a significant impact. In online classes, you might broadcast a farewell video, host a “virtual hallway chat,” or invite students to contribute thank-you notes or final reflections in a shared document. These moments help build relationships and strengthen students’ sense of belonging, which research shows is essential for keeping students engaged and satisfied with their learning experience.
Extend Learning Beyond the Final Grade
To maintain learning beyond the final grade, instructors can help students see how their new knowledge relates to continued growth. For instance, creating a “course toolbox” that students can download, complete with templates, key readings, and glossaries, is a small gesture that adds long-term value. You could also offer to stay connected on LinkedIn, particularly for senior students or those enrolled in capstone courses. For students primarily interested in the topic, consider recommending follow-up courses, podcasts, or co-curricular opportunities such as research projects or student groups. This type of support represents trust in their continued growth and allows bridge the often-short end of the term.
In conclusion, the final stretch of a course is more than just a wrap-up period. It is a time to reinforce learning, acknowledge growth, reduce anxiety, and build lasting takeaways.
By thoughtfully planning the last few weeks, instructors can ensure that students not only complete the course but also leave it with a sense of clarity, confidence, and closure. Reconnecting with learning outcomes, avoiding last-minute content overload, encouraging peer collaboration, designing culminating assessments, and incorporating reflection and celebration can all contribute to a stronger course ending. Rather than coasting to the finish line, walk beside your students and make the end of your course as meaningful as the beginning.
Dr. Amena Shahid is a dedicated educator with over 15 years of university-level teaching experience in Human Resources and Management. She has designed and delivered a wide range of courses including leadership, strategic management, organizational behavior, marketing, and cross-cultural communication. Her teaching philosophy centers on student engagement, inclusive practices, and real-world application, with a strong emphasis on experiential and reflective learning.
In addition to her teaching, Amena has held academic leadership roles supporting faculty development, program planning, and student success initiatives. She holds a Doctor of Business Administration (DBA) in Management-Leadership, an MBA, and a BA. Amena is committed to fostering meaningful learning experiences that empower students to think critically, lead ethically, and succeed in diverse professional environments.
References
Bangert-Drowns, Robert L., James A. Kulik, and Chen-Lin C. Kulik. 1991. “Effects of Frequent Classroom Testing.” The Journal of Educational Research 85 (2): 89–99. https://doi.org/10.1080/00220671.1991.10702818.
Boud, David, and Elizabeth Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38: 698–712.
Carless, David. 2007. “Learning-Oriented Assessment: Conceptual Bases and Practical Implications.” Innovations in Education and Teaching International 44: 57–66.
Olson, Jacqueline, and Rebecca Krysiak. 2021. “Rubrics as Tools for Effective Assessment of Student Learning and Program Quality.” In Curriculum Development and Online Instruction for the 21st Century, edited by Jacqueline Olson, 158–175. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-7653-3.ch010.
Schwartz, Daniel L., and John D. Bransford. 1998. “A Time for Telling.” Cognition and Instruction 16 (4): 475–522.
Stone, Garrett A., Gwynn M. Powell, and Francis A. McGuire. 2020. “‘Beginners Are Many But Enders Are Few’: How to End a Course Well and Why It Matters.” SCHOLE: A Journal of Leisure Studies and Recreation Education 37 (3): 194–200. https://doi.org/10.1080/1937156X.2020.1760745.
Topping, Keith J. 2005. “Trends in Peer Learning.” Educational Psychology 25 (6): 631–645. https://doi.org/10.1080/01443410500345172.