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Re: Length of class period info needed



I taught both algebra-based and calculus-based intro physics courses in
both the 50 minute and 75 minute formats in the same semester. I liked the
75 min. format better for the following reasons:
1) At the beginning of each session there is an amount of time used to get
the session started. Some of this time is used to get the students in
their seats and quiet. Then, there is some time to mention what we left
off with last time and to answer any questions that have arisen (with
regard to course management, for example). With the longer session, you
only have this delay twice a week instead of three times. So there is less
wasted time.
2) It's easier to have short quizzes and demonstrations in the longer
session. Also students have additonal time to do exams if you have them
in the lecture period as we do.
3) Students perfer only coming to lecture twice a week. I noticed better
overall attendance in the 75 min. sessions.

Local forces want to change the scheduling of classes at our
regional/comprehensive institution. (Physics offers a B.S. and M.S., but no
Ph.D.) Lecture classes currently meet in 50 min periods. The proposed
schedule would lengthen the class period to 75 min and reduce the number of
meetings per week to two (for a 3 hr. course.) My gut reaction is that
especially for serious intro.-level physics courses, shorter, more frequent
class meetings are better for student learning than fewer, longer meetings.
Our "Calendar Committee" says, "There is no evidence [published research] to
support the position that longer or shorter time periods are better for
student learning. We also could not find evidence that the [total] number
of minutes in a semester is directly related to student success." Are they
correct? Any references, especially to physics teaching, would be greatly
appreciated.
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Stanley Hirschi voice: 517-774-3321
Professor and Chair FAX: 517-774-2697
Department of Physics Email: hirschi@dune.phy.cmich.edu
Central Michigan University
Mt. Pleasant, MI 48859