how many test is in an 8 week college course

What is the difference between 16-week and 8-week courses?

8-week session this fall – to 81.05 percent overall, to 80.35 percent in gateway courses, and to 78.64 in developmental courses. The College implemented the 8-week course model last spring in an effort to increase not only the student success rate, but to decrease time-to-completion. The strategy clearly is working.

How many classes should you take in a week?

Success. Students are more successful when they can focus their attention on fewer subjects at one time. By the 9th week of a 16-week course, students start to drop classes, get bored or overwhelmed, or just stop coming to class. Since classes meet more often each week, students spend more time with their professors in the shortened timeframe.

Are 8 week online classes right for You?

Mar 04, 2022 · This study of 347 community college students enrolled in online laboratory science courses reveals significantly higher final exam scores for students completing accelerated, 8-week online courses compared to 15-week online courses. When examined by semester, final exam scores of summer students are significantly higher than final exam …

What happens in an 8 week College class?

Mar 13, 2017 · Fewer, shorter, more intense classes offer the possibility of increased focus. A pattern of two classes at a time in 8 week chunks would also reduce the damage done when life gets in the way. In a traditional semester, if a student signs up for five classes that start in September and life happens in November, she walks away with nothing.

What is a 8-week session in college?

Eight week block schedules are a type of class scheduling that condenses 16 week courses, down to eight weeks. This allows students to have fewer classes at once so they have less classes they have to dedicate time to.

Are 8-week college courses hard?

8-week courses are intense, but mastering them can help you get ahead in your schooling.Apr 9, 2021

How many hours is an 8-week course?

The requirements are 6 hours per 8-week term for full-time status. Essentially, a veteran will need to take two (2) classes per 8-week term to remain full-time.

Are 8-week classes more work?

When a class is shortened to eight-weeks, it doesn't necessarily mean half the work. Most professors, in order to help the students learning just as much as they would in a normal semester, won't cut most of the assignments.Sep 28, 2016

What is the easiest degree to get online?

Business Administration Not only is business administration one of the easiest bachelor's degrees to receive online, but also it is one of the most popular. Much like a liberal arts degree, a business degree opens up a wide variety of possible job options.

How many classes should you take a semester?

Since most schools have two semesters per year and degrees are designed to take four years to get, that comes out to 15 credit hours a semester. Breaking it down further, most college courses at schools with semesters are worth three credit hours. So on average, you would expect to take five classes a semester.Oct 1, 2020

What is the difference between an 8-week course and a 16 week course?

In a full 16 weeks, the classes move slowly, yet you have four classes to juggle. In eight weeks with two classes, the courses are much faster paced, because you are finishing them in half of the time.

How long is a college semester?

Now, let's look at the difference between trimesters and semesters. Semesters are when colleges split the academic year into two parts, consisting of roughly 20 weeks each. Between the two parts, students go on a break that varies from around 2-3 weeks to prepare themselves for the following semester.Mar 17, 2021

Is 14 credit hours too little?

College students who take fewer than 15 credits per semester during their freshman year are less likely to graduate within four years (i.e., on time), according to a new analysis from college consulting firm EAB. Its data shows 44 percent percent of incoming college students register for 12 to 14 credits.Aug 30, 2017

What is the name of LAPC's alternative transfer math program for non STEM majors?

Fastway Mathpath Statway TransmathWhat is the name of LAPC’s alternative transfer math program for non-STEM majors? Is it... Fastway Mathpath Statway Transmath Correct! Statway is an exciting statistics pathway for students who are liberal arts, humanities, and social science majors.

Change in Status

Part-time students can take four 8-week courses each semester to be considered full-time students with financial aid benefits

Focus

Take two classes each session rather than 4-5 classes at the same time.

Success

Students are more successful when they can focus their attention on fewer subjects at one time.

How long is a compressed course?

courses less than eight weeks in length) or regular length developmental English, reading, or math courses when social or academic characteristics are controlled.

What is the purpose of accelerated course learning?

The purpose of this study was to examine the effect of the accelerated course learning format on student achievement in developmental English and math courses offered at a rural community college. Due to a rise in the number of underprepared students who enroll in community college, some college officials implemented the accelerated course learning format to allow students to complete developmental coursework in a shorter timeframe.

What is the purpose of a qualitative study?

The purpose of this qualitative study was to explore students’ lived experiences in compressed courses. This study was launched because of a phenomenon that occurred at one community college; student success was higher in shorter courses, with the highest success rates realized in the shortest duration courses. The increase in success rates was unexplained previously. Inputs-Environment-Outputs (I-E-O) conceptual theory framed this study. Nine students participated in the study. An Interpretative Phenomenological Analysis (IPA) methodology allowed the researcher to examine participants’ experiences through individual interviews. Thorough data analysis, review, and interpretation led to the generation of common themes from the participants’ stories. The central research question that guided this study was: How do students explain higher success rates in compressed, 7-week courses than in full-semester length courses? Five common themes emerged from this study including time management, focus, motivation, knowledge retention, and instructional methods. The themes were consistent with current literature on the compressed course modality. The findings are relevant to community college administrators and faculty who may be considering a compressed course implementation or who already offer this format but do not fully understand whether student success is greater in shorter courses. Additional research is needed to explore the perspectives of faculty who teach compressed courses. Research could be expanded to examine students who experienced a decline in success rates under the compressed course format.

What is ACA 122?

This study evaluated the performance and success rate of students in the College Transfer Success Course ACA 122. The study compared the differences in eight-week and 16-week course lengths evaluating grade point averages (GPAs), end of term final grades, student satisfaction, and retention. The study was conducted at a medium-sized multi-campus community college located in the Piedmont-Triad area of North Carolina.

What is problem of practice in PCC?

This paper describes a problem of practice stemming from an institutional transition to accelerated formatted courses at Progressive Community College (PCC), a pseudonym for a 2-year college located in the southeastern United States. In order to improve student success, the college transitioned from a traditional 15-week course format to an accelerated 7-week format. The identification of the problem of practice led to the development of a research focus examining the impact of an accelerated 7-week format on student success for a media arts production course. The study implemented action research methodology, collecting both qualitative and quantitative research data. Action research is often manifested as a cyclical set of procedures. While following Mertler’s (2014) action research sequence of planning, acting, developing, and reflecting, this study sought to improve accelerated course curriculum and examine student success for a media arts production course. The planning phase of the study involved identifying the problem of practice, reviewing relevant literature, and developing a research plan. The acting phase of the study involved the analysis and collection of quantitative and qualitative data through the use of interviews, observations, artifacts, and assessments. The developing phase of the study involved the implementation of an action plan formed on the results of the collected data. The reflecting phase involved the deliberation of all aspects of the study and communicating all terminal findings.

What are nontraditional students?

Nontraditional students are an untapped population for American higher education institutions. Private baccalaureate-granting universities have taken the lead on creating programs for this population’s needs. These programs typically include combinations of online instruction, cohorts, compressed or accelerated courses, and prior learning assessment. Similarly constructed programs for nontraditional students at public community colleges are less common. A review of the Council for Accelerated Programs’ website reveals only twelve of the 98-member institutions are community or technical colleges, and only one is in California (Council for Accelerated Programs, n.d.). In 2016, Shasta-Tehama-Trinity Joint Community College District in California created the Accelerated College Education (ACE) program specifically for working adults. ACE utilizes a cohort model, compressed courses, structured scheduling, and dedicated staff and faculty. However, little research exists that evaluates the combination of these elements for correlation to course success or student feelings of connectedness at a community college. This study uses Tinto’s framework of academic and social integration, including criticisms of its applicability to nontraditional students, to evaluate academic and social integration of Shasta College students who completed ACE compressed courses between June 2016 and December 2017. Course grade data showed higher participation by nontraditional students in these courses, and the ACE-cohort x students’ course success rate was significantly higher than non-ACE-cohort students’ course success rate. Survey results demonstrated that ACE-cohort students had significantly more interactions with and feelings of connectedness to program/student support staff and other students than non-ACE-cohort students, and that these connections may have contributed to the success of their overall academics.

What is action research?

Action research is often manifested as a cyclical set of procedures. While following Mertler’s (2014) action research sequence of planning, acting, developing, and reflecting, this study sought to improve accelerated course curriculum and examine student success for a media arts production course.

How many hours does a 3 credit hour course take?

When crammed into an 8-week term, that means the student must spend about 18 hours each week for each 3-credit hour course she takes.

What is confessions of a community college dean?

Confessions of a Community College Dean. In which a veteran of cultural studies seminars in the 1990s moves into academic administration and finds himself a married suburban father of two. Foucault, plus lawn care. Title.

Brittney

I absolutely LOVED my first 8-week session! I can't wait until next semester because I can now take four classes total for fall semester, while working full-time, and not be overwhelmed.

When will my program change to 8-week classes?

Two programs – Massage Therapy and Supply Chain Management – were offered as 8-Week Advantage programs as of fall 2019.

Do I need to enroll in both 8-week sessions at once?

Yes. If you are using financial aid, we especially advise that students enroll in both 8-week sessions at once. You can (and should) contact your Academic Advisor or Financial Aid Advisor if you plan to make changes to your schedule

Will Financial Aid be impacted by 8-Week Advantage?

Current Financial Aid practices will remain the same, so students will not see a change. Financial aid will still be awarded based on the number of credits you take per semester.

How will class schedules change for full-time students?

Full-time students can anticipate spreading their current semester workload across two 8-week sessions. For example, if a student typically enrolls in five classes per semester, they may have three during session one, and two during session two of that same semester.

How will class schedules change for part-time students?

Part-time students may be able to increase the number of classes they take each semester. For example, a student who currently takes two classes per semester may find that they are able to concentrate on two classes per session instead, thus completing their program faster.

It's All About Student Success

At NWTC, we believe you can soar higher. Welcome to the 8-Week Advantage: changing our classes from 15 to eight weeks.

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance.