Summer is almost here (at least for those of us who teach semesters). Many of us are taking a well-deserved break to spend time with our families, conduct research, travel, and myriad other activities. Some of us, however, will be teaching summer school. For those of us lucky enough to be teaching this summer, we have one suggestion: Be bold! Summer is the ideal time to try something new with your teaching. We have known for some time that alternative pedagogies and engaging teaching strategies can be more effective than traditional lectures as student learning environments. However, even with headlines in "The Washington Post" proclaiming that the lecture is dead, inroads of physics education research-based curricula have been slow to diffuse into the classrooms for the greater population of college physics instructors. Many instructors of traditional physics courses see the use of research-based instructional strategies (RBIS) as desirable but risky and time consuming. Assuming a traditional physics course structure, both the where and the when each component takes place can also limit the types of engaging pedagogies used.