I report on my implementation of interleaved course design, which introduces multiple concepts simultaneously and revisits them, as opposed to presenting them one at a time. Interleaving is a "desirable difficulty" (Bjork 1994) that has been shown by Rohrer & Taylor, among others, to promote better retention by making the learning process more struggle-inducing. I summarize the theoretical framework and research base; reflect on a course-redesign procedure that I developed from this research and applied to a large required course in fall 2017; and share the results of a formal impact study, which testify to the unique opportunities afforded by interleaving.
