Virtually Hosted by the section
November 12, 2021
November 12, 2021
November 13, 2021
In the immediate and continued aftermath of the COVID-19 pandemic, colleges and universities have adapted and shifted to alternate, sometimes novel, modalities of learning, all the while preserving the academic rigors and standards necessary to develop competent, critical thinkers across every discipline. Adaptation to new modes of learning, followed by the "bouncing forward" of institutions resuming use of teaching frameworks ubiquitous to the pre-pandemic classroom, requires one resource common to both individual and institutional inputs: the use and management of time. The authors have previously observed that the different teaching methods and technologies propagated in the 2020-2021 timeframe have shifted the in- and out-of-classroom time necessary for learners to achieve markers of academic proficiency and wonder if a comparison of where time commitments peak between faculty and cadet (student) samples over a mid-semester span of time may indicate a point where time becomes a limiting factor in student preparedness capacity or faculty available time.
One institution that historically places high demands on the time of its learners is the United States Military Academy (USMA). Cadets spend four years at USMA preparing to become commissioned military officers who must be able to prioritize and process a diverse stream of requirements and tasks spanning the three pillars of USMA – academics, physical fitness, and military training. Those cadets currently in their sophomore, junior, and senior year have already navigated three challenging semesters, and due to the recent global pandemic, varying degrees of shifting time ratios of in-person, remote, hybrid (combination of both in-person and remote) and asynchronous learning modalities.
This study examines the self-reported time commitments for a sample of both USMA faculty and cadets at over several mid-semester weeks during the fall semester, following further evolution to USMA’s institutional learning practices. We approached this topic with the hypothesis that the relative ranking of highest to lowest weekly time commitment over a several week span is unrelated in faculty and cadet respondents as a result of manipulating the group type of respondents. Our survey is designed to tabulate several types of academic-related time commitments to include real-time class attendance, lesson preparation, time spent on graded work and other categories with a parallel faculty and cadet activity set.
The results of this study may impact, narrowly, the time management and self-awareness of respondents who did not previously account for their evolving needs in time management amidst a campaign of “bouncing forward” and in a broader sense, can open additional avenues for considering the evenness of time demands by-week for courses at USMA, alongside the academic and non-academic demands placed upon both educators and learners at this institution.
Wiley, J. S., & GREIFENSTEIN, M. R., & Pfluger, A. R. (2021, November), A Comparison of Self-Reported Weekly Time Demands for Cadet and Faculty Populations the United States Military Academy Paper presented at 2021 Fall ASEE Middle Atlantic Section Meeting, Virtually Hosted by the section. https://peer.asee.org/38416
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