Through the lens of a student, there is a large amount of homework being given at Loomis Chaffee currently. Reducing the amount of asynchronous work given will create a better balance and make students capable of finishing their work without being overwhelmed. It could also help students focus on processing the information and retaining a greater understanding of what they are learning rather than simply trying to finish all the work homework.

When students are overloaded with assignments, it can be difficult to fully grasp what is being taught. This year’s change in the academic schedule further highlights the need to assess the situation. Even though Loomis students have a reduced amount of courses per term this year (two to three on average), these courses are more rigorous and progress at an accelerated rate due to the shorter length of each term. Therefore, there is a greater amount of material to get through in a shorter period of time, further magnifying the problem.

The accelerated pace of the curriculum per term can make it difficult to finish all the homework without feeling overwhelmed by the amount of work that is due. When the asynchronous work is reduced, it also lowers the stress of having to get two large assignments completed before your next face-to-face class.

Students are being given many assessments per week, and it can be hard to keep up. This is especially true when there is a challenging concept that a student might not fully grasp. Due to the accelerated pace, a student could be left behind if future assignments rely on a general understanding of that concept. This can be troubling when a student has to complete both a large amount of homework and asynchronous work before their next face-to-face class, where they could communicate with their teachers and get questions answered.

Another way to balance the workload is to consider reducing the number of homework students are receiving. It is understood that due to the shorter time allotment per term, students will have to take more assessments. There is less time between assessments to ensure enough graded material for the term. Therefore, students have to take assessments more often than usual. This can be manageable if students are given less work to do between classes.

A lot has changed since the start of COVID-19. Loomis continues to adapt its curriculum, schedule, and homework assignments while taking into account feedback from students and teachers. The hope is that Loomis continues to adjust the program to allow students to be less overwhelmed and stressed. This can be achieved in part by balancing out the homework and asynchronous workload. With reduced asynchronous work, students will be able to learn in a less stressful environment and have an improved learning experience during these difficult times.