summer teaching
TRANSCRIPT
Summer TeachingA Literature ReviewBy Gerardo Giordano
Purpose To identify issues concerning the teaching of
timecompressed summer courses To determine the changes that experienced
faculty deem important when teaching during timecompressed summer courses
To determine what students find important to success in timecompressed summer courses
Changing views on summer session No longer just for flunkies Opportunity to alleviate schedule conflict Additional electives Accelerated graduation (Kretovics, Crowe, Hyun, 2005)
Some institutions include them in curriculum (Hyun, 2002)
What is important to students? Students tend to expect
Less time commitment (Waylan, Chandler & Wayland, 2000)
Depth over breadth Closer relationship to faculty Smaller classes Modified assignments Relaxed approach (Scott, 1996)
What is important to students? Instructor Characteristics
Enthusiasm Knowledge, Experience and Good Communication Willingness to Learn from and Consult with Students Student Orientation
Teaching Methods & Evaluation Active Learning Classroom Interaction and Discussion Experiential and Applied Learning Depth over Breadth: Course Organization
Atmosphere Class relationships (Scott, 2003)
How do students feel about summer courses? Students actually enjoy compressed courses
More continuous learning experience Concentrated learning Less classes = more devotion Smaller classes = more interactions Deeper conversations Better relationship (Scott, 1995)
What concerns instructors? Timespent outside classroom (Waylan, Chandler &
Wayland, 2000)
Graduate classes (Barclay, 1990)
Reflection on material (Daniel, 2000)
Lack of rigor (Daniel, 2000)
Sacrifice of breadth (Scott, 1995)
No formal training (Phillips, 1999)
Should they be concerned? Literature on learning outcomes indicates the
results are often better than during full semester course (Van Scyoc & Gledon, 1993)
Instructor ratings were comparable (Anastasi, 2007)
Time spent is not consistently related to achievment (Karweit, 1984)
A study at Kent State University 26.5% response rate (n=151 of 569) 34 questions
(Kretovics, Crowe, Hyun, 2005)
A study at Kent State University
Do faculty make adjustments to assignments, methods of assessment and teaching methodology?
(Kretovics, Crowe, Hyun, 2005)
A study at Kent State University Do faculty make adjustments to assignments,
methods of assessment and teaching methodology?
(Kretovics, Crowe, Hyun, 2005)
A study at Kent State University Do faculty receive training or mentorship?
84% responded that they received no training in summer session
83% responded that they received no mentoring in summer session
60% spoke with fellow faculty
(Kretovics, Crowe, Hyun, 2005)
A study at Kent State University Are their differences in faculty perceptions of
summer school students?
(Kretovics, Crowe, Hyun, 2005)
ReferencesAnastasi, J. S. (2007). Methods and techniques: fullsemester and abbreviated summer coursesan evaluation of
student performance. Teaching of Psychology, 34(1), 1922.
Barclay, K. D. (1990). A comparison of the alternative course scheduling at the graduate level. Reading Improvement, 27, 255260.
Daniel, E. L. (2000). A review of timeshortened courses across disciplines. College Student Journal, 34, 298308.
Hyun, E. (2002). Expeditionary learning approach in integrated teacher education: Effectiveness and dilemma. Journal of Early Childhood Teacher Education, 23(3), 251262.
Karweit, N. (1984). TimeonTask Reconsidered: Synthesis of Research on Time and Learning. Educational Leadership, 41(8), 3235.
Kretovics, M. A., Crowe, A. R., & Hyun, E. (2005). A Study of Faculty Perceptions of Summer Compressed Course Teaching. Innovative Higher Education, 30(1),2005, 3751.
Philips, T. (1999). Whole course work in higher education teaching. Teaching in Higher Education, 4, 179183.
Scott, P. A. (1995). Learning experiences in intensive and semesterlength classes: Student voices and experiences. College Student Journal, 29, 207213.
Scott, P. A. (1996). Attributes of highquality intensive course learning experiences. College Student Journal, 30, 6977.
Scott, P. A. (2003). Attributes of highquality intensive courses. New Directions for Adult and Continuing Education, 97, 2938.
Van Scyoc, L. J., & Gleadon, J. (1993). Traditional or intensive course lengths? A comparison of outcomes in economics learning. Journal of Economics Education, 24 (Winter), 1522.
Wayland, J.P., Chandler, E. W., & Wayland, R. F. (2000, March). Summer scheduling on a traditional campus: Expetations, reality, and implications. Paper presented at the annual conference of southwestern Marketing Association, San Antonio, TX.
Credits Music by Rick Fouche Presentation by Gerardo Giordano