A QUASI-QUALITATIVE ANALYSIS OF TIME-COMPRESSED SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS COURSE PEDAGOGY

Open Access
Author:
Giordano, Gerardo
Graduate Program:
Physics
Degree:
Master of Education
Document Type:
Master Thesis
Date of Defense:
None
Committee Members:
  • Irina Mocioiu, Thesis Advisor
  • Richard Wallace Robinett, Thesis Advisor
Keywords:
  • time-compressed
  • physics course pedagogy
  • STEM
Abstract:
The number of time-compressed, or length-shortened, college courses continues to rise. The appeal of these courses began with the desire to accelerate learning, but has grown to include making use of typical university and college down time, including weekends. Research has demonstrated that there are best practice pedagogical techniques designed specifically for this type of course that lead to good learning experiences. The science, technology, engineering and mathematics community has also begun to utilize courses that are shorter than traditional length courses. Best practice pedagogy for these courses is still a hotly contested topic and much research remains to be done. Using a deep literature review of both time compressed and science course pedagogy, a series of suggested pedagogical practices are discussed. Their application to two time-compressed summer physics courses is qualitatively examined and found to be in good agreement with previous reported results in terms of learning outcomes, and instructor and student satisfaction.