Journal of Research in Innovative Teaching - National University

addition to a more traditional system. For example, the University of Wisconsin—Oshkosh and
San Diego State University have summer sessions that have two consecutive four-week terms.
The studies reviewed by Scott ad Conrad (1992) showed mixed results (see Blackburn,
Armstrong, & Dykes, 1977; Mazanec, 1972).
Several colleges and universities in the U.S. teach whole programs almost exclusively on
the modular system (e.g., Colorado College, Cornell College, National University, Regis
University, Tusculum University). Evaluations of the effectiveness of these models have
consistently shown positive results on student learning, perceptions, and attitudes. For example,
an extensive evaluation of the Colorado College Block Plan (where courses are taught in 3½
week “blocks”) by McJimsey (1995) revealed high levels of satisfaction with the plan from
students, faculty, and alumni. Students reported higher levels of improvement in writing, oral
presentations, problem solving, and analysis than students at other private colleges.
On a smaller scale, Tatum and Parker (2007), at National University (NU), compared
three courses in psychology (developmental, personality, and psychopathology) taught under
their 4-week sequential system with the same three courses offered concurrently during a 12-
week period. There was no difference in grades or exam scores, but the students’ perception of
the sequential courses was more favorable (e.g., “I would recommend this course to others”).
Serdyukov, Subbotin, and Serdyukova (2002) also found that students at NU preferred the onecourse
a month format to teaching math to the more traditional semester format. Schwartz (2002)
demonstrated that students in NU’s accelerated accounting program achieved above-average pass
rates on the national CPA exam.
Jonas and Weimer (1999), at another university, found a similar pattern when they
compared the results of the Educational Testing Service’s Major Field Achievement Test for
business students in both an accelerated program and a traditional program. The 124 accelerated
students scored higher on the test than the 209 students in the traditional program, and the
accelerated students also scored higher than the national average.
In a report by Wlodkowski, Iturralde-Albert, and Mauldin (2000) at Regis University, the
researchers compared four undergraduate courses (economics, history, human relations, and
labor relations) taught in their accelerated program (5 weeks) with the same courses taught in
their traditional program (16 weeks). They found very small differences in student perception
(one item on a student survey favored the accelerated classes, all other items showed no
difference), but substantial differences in student performance (in favor of the shorter classes).
Students were rated by faculty experts on three performance dimensions (critical thinking,
writing skills, and knowledge), and on each of these dimensions the accelerated students receive
higher ratings. Wlodkowski, Mauldin, and Gahn (2001) compared grades in accelerated
programs at Regis with grades for similar programs at the University of Missouri at Kansas City
run under a semester system. The grade point average at Regis was significantly higher than the
grade point average at Missouri.
Finally, Vaughan and Carlson (1992) did a comprehensive evaluation of the One-Course-
At-A-Time (OCAAT) calendar at Cornell College and reported a number of benefits of the
Cornell system. Relative to the semester calendar that Cornell College used prior to adopting the
new OCAAT calendar, these researchers found high student and faculty satisfaction, improved
student performance, and a positive alumni assessment of their college experience.
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