THE RHYTHM OF LEARNING: UNVEILING CURRICULUM DIMENSIONS IN TIME-COMPRESSED HIGHER EDUCATION ENVIRONMENTS

Abstract

This study investigates the decision-making processes employed by higher education faculty in shaping the curriculum for time-compressed courses, lasting 5-6 weeks, in comparison to traditional term courses spanning 15-16 weeks. In the U.S. higher education system, both regular term and time-compressed classes must adhere to the seat-time requirements, necessitating 15 hours of contact for every academic credit hour. Time-compressed courses, often offered during summer sessions, have gained recognition as a legitimate alternative to the conventional 15-week semester-long format, impacting the academic landscape of institutions (Daniel, 2000; Kretovics, Crowe, and Hyun, 2005; Taylor, 1988).

The development and delivery of robust, academically sound time-compressed courses hold significance for the contemporary marketability of higher education institutions. These courses not only provide flexibility but also serve as a potential motivator for international students pursuing diverse academic endeavors during their degree-earning period. This, in turn, contributes to the global internationalization of higher education institutions, accommodating non-traditional and diverse student enrollments, thereby fostering institutional diversity (Hyun, 2005). Despite these implications, a notable gap exists in understanding how higher education faculty perceive and navigate the effectiveness of time-compressed courses in terms of curriculum development and delivery.

This research addresses this gap by posing critical questions: How do faculty members perceive time-compressed courses? What factors influence their curriculum decisions for these condensed formats, while ensuring an academic development level on par with regular-term courses? Prior studies in the U.S. have primarily focused on faculty and student expectations and perceptions of summer time-compressed courses, with limited attention given to the curriculum aspects of these courses. To fill this void, our study employs open-ended exploratory questions through an online survey to delve into the nuanced curriculum practices of higher education faculty in the context of time-compressed courses