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Transition From Traditional Courses To Time Shortened Courses New Initiatives In The Construction Technology Discipline

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.1069.1 - 6.1069.7



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Sanjiv Gokhale

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Hadi Yamin

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2793

Transition from Traditional Courses to Time-shortened Courses – New Initiatives in the Construction Technology Discipline

Sanjiv Gokhale, Hadi Yamin Purdue School of Engineering and Technology, IUPUI


Intensive or time-shortened courses taught outside the traditional semester or quarter system format are becoming increasingly common in many colleges and universities across the United States. The primary reason for this transition from traditional courses to flexible format courses is due to the increasing number of non-traditional students. Intensive, short duration courses are convenient to these students who are attempting to complete school while maintaining full-time jobs and family life. However, many educators are concerned with the “learning outcomes” of such non-traditional courses and quite often the perception of both the faculty and students is that these time-shortened courses some how lack the academic rigor of the more traditional courses. This paper addresses the teaching techniques for intensive courses, the use of such courses in the construction discipline, and the student and faculty perceptions of these courses.

I. Introduction

Indiana University – Purdue University Indianapolis is a comprehensive urban university located in the heart of Downtown Indianapolis, Indiana. As is the case with other urban colleges and universities, a significant number of students enrolled are “non-traditional”, adult students. The average age of the student body is approximately 26 years. These adult learners face particular challenges in attending school set in a traditional semester (or quarter) format due to job conflicts and family responsibilities. Increasingly, these students are challenging the universities to offer flexible avenues of learning. One such innovation is “distance learning”. Many universities and colleges have made significant investments of time and resources to uniting instructor and the learner with the use of Internet media to establish a connection to create a learning opportunity without the constraints of time or place. Literature review1, 2 indicates that over the period of five years (1993-97), the Internet offering of courses has doubled each year. The reasons for distance learning are quite compelling and many colleges and universities across the US have embraced it at various levels of engagement and with varying success. Distance learning is but one tool in the arsenal of weapons utilized by educational institutions as a means of providing flexible access to learning. In the School of Engineering and Technology, IUPUI, over a dozen courses are currently offered via the internet, some are strictly web-based while others requires some class-room participation.

Another format rapidly gaining favor not only at IUPUI but also across the nation is the use of intensive, or time-shortened courses. In a recent survey by Nixon3, data drawn from 424

Gokhale, S., & Yamin, H. (2001, June), Transition From Traditional Courses To Time Shortened Courses New Initiatives In The Construction Technology Discipline Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9918

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