Board # 70 : Comparing the Effectiveness of Semester-long vs. Accelerated-summer Course Offerings

Abstract

Many of the foundational courses in undergraduate engineering programs are essential prerequisites for the core major-specific courses pertaining to the respective engineering degree, and hence typically have high enrollments. As a result, in addition to being offered during the regular semesters (Fall and Spring semesters, which are typically about 15 weeks in duration), many of these are also offered in an accelerated format over summer sessions (typically about 5 weeks in duration). Such a different manner of offering the same course over drastically different durations is expected to have dissimilar levels of effectiveness -this paper is thus a comparative inquiry into the same.To compare the various aspects of effectiveness related to the difference in duration/format of course offerings, two sophomore-level foundational courses offered in the Manufacturing & Mechanical Engineering Technology (MMET) program within the Engineering Technology & Industrial Distribution (ETID) department at Texas A&M University (TAMU) were selectedone titled "Metallic Materials" (MMET 207) and the other "Mechanics for Technologists" (MMET 275).These were offered during the regular semesters as well as over summer sessions (5 weeks in duration), and each instructed by the same respective professors throughout the year.The evaluation mechanisms employed primarily involved comparing student performance in individual assignments as well as the overall grades, comparative tracking of student performance as the course progressed, as well as in immediately succeeding courses, offeringspecific comments in course/instructor evaluations as well as via surveys meant to gauge student impressions. Altogether, the results tend to show that although students generally did not prefer an accelerated-format from a convenience standpoint, they in fact performed better in the accelerated format offerings, as well as in the immediately succeeding courses.

Qualitative Test for Hydrocarbons: A Laboratory Experiment to Reinforce the Different Types of Reactions and Mechanisms in Organic Chemistry

“…Although this variable was present, the results were inconsistent with other studies that concluded a better performance in accelerated courses than in typical semester courses. 27 However, other studies reported an equivalent student performance between the two different terms. 28…”

WIP Statics Abroad: Lessons in Pedagogy from a Short-term Study Abroad Mechanics Course

“…At PUWL, Statics during the Summer semester comprises 35 total, 1-hour class sessions spread over a period of 8 weeks, rather than 42 class sessions over 16 weeks as offered in the Fall and Spring semesters. Although we have not studied students' comparative performance in Statics at PUWL, many studies in engineering mechanics [7] and in a variety of other disciplines [8], [9] have shown that students in accelerated and intensive Summer courses demonstrate academic outcomes that are proportional, or are even an improvement, when compared to similar students enrolled in traditional semester schedules. Researchers have tied these improvements to both the compressed timeline and the intensity of instruction in such courses [8], [10].…”