If this is still true today (and I don’t know of any research that has yet disputed this in the past 45 years), what does that tell you about what type of assignments you should have in your course?
Granted, in higher education, most professors have never been taught HOW to teach; rather, they are experts in their subject matter and want to share that with others. However, not being taught how to teach isn’t an excuse for not trying new approaches, especially methods that could lead to enhanced student learning and engagement.
So, with this information, think about ways to create learning experiences that push them to remember what they learn in your course. It should involve some discussion (lots of it), direct experiences and applications of new knowledge (called active learning and problem/project-based learning), and perhaps being able to teach other students in the course.
There are a myriad of ways to do this, even in the most quantitative-based courses. I promise you that. If you want to learn more, contact CISTL and set up an appointment.
Treichler, D.G. (1967). Are you missing the boat in training aids? Audio-visual communications. New York: United Business Publications.