Nava Medina , I. B., & Price, A. H., & Kuttolamadom, M. (2017, June), Board # 70 : Comparing the Effectiveness of Semester-long vs. Accelerated-summer Course Offerings  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27908

\bibitem{asee_peer_27908}
  Nava Medina , I. B., \& Price, A. H., \& Kuttolamadom, M. (2017, June), \emph{Board \# 70 : Comparing the Effectiveness of Semester-long vs. Accelerated-summer Course Offerings}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--27908

Ilse B.  Nava Medina , Angie Hill Price, and Mathew Kuttolamadom.  "Board # 70 : Comparing the Effectiveness of Semester-long vs. Accelerated-summer Course Offerings".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/27908 Internet.  12 Dec, 2024

\bibitem{asee_peer_27908}
  Ilse B.  Nava Medina , Angie Hill Price, and Mathew Kuttolamadom.
  "Board \# 70 : Comparing the Effectiveness of Semester-long vs. Accelerated-summer Course Offerings".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/27908 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_27908
author = "Ilse B.  Nava Medina , Angie Hill Price, and Mathew Kuttolamadom"
title = "Board \# 70 : Comparing the Effectiveness of Semester-long vs. Accelerated-summer Course Offerings"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27908}
number = {10.18260/1-2--27908}
}

TY  - CPAPER
AB  - Many of the foundational courses in undergraduate engineering programs are essential pre-requisites 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 10 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 selected – these were two 200-level courses, one title “Metallic Materials” and the other “Mechanics for Technologists.” These were offered during the regular semesters as well as over summer sessions (5 weeks in duration), and each instructed by the same professors. 

The evaluation mechanisms employed primarily involved comparing student performance in individual assignments as well the overall grades, comparative tracking of student performance as the course progressed, as well as in immediately succeeding courses, offering-specific comments in course/instructor evaluations as well as a survey 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.
AU  - Ilse B.  Nava Medina 
AU  - Angie Hill Price
AU  - Mathew Kuttolamadom
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Board # 70 : Comparing the Effectiveness of Semester-long vs. Accelerated-summer Course Offerings
UR  - https://peer.asee.org/27908
DO  - 10.18260/1-2--27908
ER  -