Best Practices: Teaching in Summer Session

Start With The End In Mind: Experiences Of Accelerated Course Completion By Pre-Service Teachers And Educators

“…Learning designs such as active learning techniques, assessment timing, sufficient and timely feedback, and clear communication with students about the commitment involved in accelerated courses were advocated. The literature supports the view that quality outcomes (Davies & Pablo, 2005;Swenson, 2003;Wlodkowski, 2003) is connected to best practices (Kops, 2009;Swenson, 2003), assessment practices (Swenson, 2003;Walvoord, 2003), and learning outcomes (Davies & Pablo, 2006). Swenson (2003) examined the effectiveness of accelerated learning programs and found that "student learning is the major test of a program's quality" (p.83) despite the mode of study.…”

“…The themes of academic rigour (academic rigour defined as a learning processes requiring high order thinking and the performance of meeting or exceeding expected outcomes (Crowe, Hyun & Kretovics, 2005)), learning outcomes (Anastasi, 2007;Davies, 2005;Hyun, Kretovics & Crowe, 2006;Wlodkowski, 2003) and best practice (Kops, 2009) intertwined in the literature with similar findings. In a study by Crowe, Hyun & Kretovics (2005) it was found that academic rigour and learning outcomes need not be compromised by accelerated learning programs and assessments and reading requirements need to be adjusted to take into account the mode of delivery.…”

“…The literature shown here illustrates both overlapping and distinct themes, and numerous tensions in the field. These tensions are grounded in the research that has critiqued substance versus rigour (Crowe, Hyun & Kretovics, 2005;Davies, 2006;Wlodkowski, 2003); workload versus rigour (Lee & Horsfall, 2010;Lutes & Davies, 2012); the conundrum of quality (Wlodkowksi 2003) and assumptions made that the same learning outcomes can be achieved with a modified pedagogical approach (Guertler, 2008;Kops, 2009;Scott, 2003). It is evident from the literature there is an absence of consistent terminology and a shared conceptual understanding of the accelerated mode of study.…”

“…This study also found that consultation with experienced faculty members was essential. Kops (2009) presented best practice guidelines to restructure the content and processes in order to fit into reduced time frames. Recommendations were made for experienced teachers with "a good grasp of content and the processes of teaching …" (p.7) to teach accelerated programs, taking an 'outcome-based' rather than 'content delivery' approach.…”

Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats

“…Changes included different teaching methods, reduced content, changed texts, extended group discussions, adapted projects, papers replaced with essay tests, and assignments and assessments modified. In a similar study, Kops (20) found that some instructors gave shorter more frequent assignments, which allowed them to give feedback earlier in the course. They also "coached" their students on time management and cautioned them not to overextend themselves.…”