[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-587065-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-587065-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","7-week-accelerated-courses-at-tennessees-community-colleges-accelerated-courses-policy-brief-3-fall-2024","7-Week Accelerated Courses at Tennessee’s Community Colleges - Accelerated Courses Policy Brief 3 - Fall 2024","","Interviews and surveys examine how 7-week accelerated courses influence the experiences of students, faculty, and staff at Tennessee community colleges. The findings show that shorter duration can strengthen motivation and focus, while the accelerated pace may challenge long-term retention. Stakeholders also report workload and stress increases tied to course redesign, frequent grading, and advising demands. 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In the first two policy briefs of this series, we described the growth of these courses and their influence on student academic outcomes.  \nIn this third policy brief, we delve deeper into the impact of 7-week courses by using qualitative research methods to investigate how these courses shape the experiences of students, faculty, and staff. Specifically, we analyze interview and survey data to understand how students perceive courses of different lengths, how instructors adapt their practicesand course designs to fit the 7-week format, and how these courses affect staff workflow and workload. This research was conducted in collaboration with three campus partners at different stages of 7-week course expansion: Chattanooga State Community College, Nashville State Community College, and Dyersburg State Community College.  \nThese findings are organized into three sections, highlighting key insights from each population.  \n• Part 1 – Student Perspectives: This section examines students’ awareness of 7-week course options, their preferences for different types of courses, their perspectives on learning experiences in courses of different lengths, and how course length affects their ability to manage their time and external responsibilities.  \n• Part 2 – Faculty Perspectives: This section delves into faculty’s experiences  \nteaching 7-week courses, their approach to redesigning courses for the 7-week format, their preferences on course length, and the impact of these courses on their workload and job satisfaction.  \n• Part 3 – Staff Perspectives: This section explores how 7-week courses affect common college functions and processes, how scaling these courses impacts the workload in key administrative offices, and staff suggestions for improving the implementation and maintenance of these courses.  \n|  |  |  |  |\n| --- | --- | --- | --- |\n|  | Report Methodology |  |  |\n| • |  | Findings in this report are generated from interviews and surveys conducted with |  |\n|  |  | students and interviews conducted with faculty, and staff in the 2023-2024 academic |  |\n|  |  | year. |  |\n| • |  | These findings represent the varied perspectives of a diverse group of students, faculty, |  |\n|  |  | and staff who were interviewed and may not represent all experiences. |  |\n| • |  | For more details about our recruitment, data collection, and data analysis, click here |  |\n|  |  | for additional technical documentation. |  |\n\nExecutive Summary  \nImpact on Course Quality and Student Learning  \nInterviews with students, faculty, and staff revealed varied perspectives on how 7-week courses impact course quality and student learning. Each group acknowledged that the shorter duration can boost student motivation and focus, especially when students only enroll in two or three courses per 7-week session. They also recognized that the accelerated pace is more challenging and could affect long-term knowledge retention for some students.  \nStudents generally had few concerns about the quality of 7-week courses and often appreciated the opportunity to complete general education courses more quickly. While some students struggled with the pace of 7-week courses, challenges were mostly attributed to subject difficulty or mode of delivery. On the other hand, faculty voiced more significant concerns, often noting that the compressed format l","cbCaimlZvtsQZ7o1","https://ap.wps.com/l/cbCaimlZvtsQZ7o1","pdf",642729,"English","# Introduction\n# Executive Summary\n## Impact on Course Quality and Student Learning\n## Impact on Workload, Stress, and Job Satisfaction\n## Reflections on Implementation and Recommendations\n# Key Findings: Student Perspectives\n# Key Findings: Faculty Perspectives\n# Key Findings: Staff Perspectives\n# Full Report\n## Part 1: Student Perspectives\n## Part 2: Faculty Perspectives\n## Part 3: Staff Perspectives\n# Report Methodology\n# Technical Documentation","[{\"question\":\"How do 7-week accelerated courses affect course quality and student learning?\",\"answer\":\"Stakeholders view the shorter duration as boosting motivation and focus, especially for students taking only two or three courses per session. At the same time, the accelerated pace can make long-term retention more difficult for some students.\"},{\"question\":\"What workload and stress impacts are reported by students, faculty, and staff?\",\"answer\":\"Students report needing stronger time-management skills and experiencing higher stress due to frequent assignments and due dates. Faculty and staff describe both short- and long-term workload increases from course redesign, manual grading, and advising adaptations.\"},{\"question\":\"What recommendations do students, faculty, and staff provide to improve implementation?\",\"answer\":\"They recommend better access to information about course-length options and sequencing, along with enhanced student support such as more flexible, higher-capacity tutoring. Faculty and staff also ask for additional support and longer preparation time to redesign processes for the 7-week format.\"}]","7-Week Accelerated Courses at Tennessee’s Community Colleges - Accelerated Courses Policy Brief 3 - Fall 2024 | PDF",1792060605,202]