2026-09-19T02:40:02Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/42141 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Loui, Michael C. Eagle, Trevor 2013-02-03T19:17:08Z 2013-02-03T19:17:08Z 2015-02-03T11:00:59Z 2012-12 2013-02-03T19:17:08Z 2012-12 This is a quantitative study that investigated faculty pedagogical changes, perceptions, and preparation of semester length courses taught in a compressed course format. One hundred and three faculty members teaching at a large Research I University in the Midwest completed an online survey addressing their teaching pedagogy, perceptions, and preparation for compressed courses taught in the last four years. Results showed that many faculty did indeed make adjustments and have differing perceptions when teaching a compressed course. Faculty made different pedagogical changes to compressed courses based on the time in the academic calendar when they taught a compressed course (i.e. fall, winter, spring, summer), instructional method used to teach compressed courses (i.e. face-to-face, online, or blended), faculty rank, highest degree earned, full-time work status, and amount of years teaching compressed courses. Further, faculty had differing perceptions and attitudes of compressed courses based on the number of years teaching compressed courses, number of total years teaching full-time in higher education, tenure status, full-time work status, instructional methods used to teach compressed courses, and disciplinary college affiliation. Lastly, a large majority of faculty did not receive training or mentorship (i.e. professional support) for teaching in a compressed format. However, nearly half of the faculty who responded indicated they discussed differences in or concerns regarding compressed courses teaching with their colleagues. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-12-05T20:13:15Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Eagle_Trevor.docx: 90551 bytes, checksum: 1b2f95cc869bd7d53be1a5d8de5f4515 (MD5) Eagle_Trevor.pdf: 464117 bytes, checksum: e7a9f750def9a5425aea8bae99cb1f9e (MD5) Made available in DSpace on 2013-02-03T19:17:08Z (GMT). No. of bitstreams: 3 Trevor_Eagle.pdf: 464117 bytes, checksum: e7a9f750def9a5425aea8bae99cb1f9e (MD5) Eagle_Trevor.docx: 90551 bytes, checksum: 1b2f95cc869bd7d53be1a5d8de5f4515 (MD5) license.txt: 4061 bytes, checksum: a610dd5ebde02c4b6b33abcee1e7cc1e (MD5) Restriction data tranferred 2014-07-01T11:11:53-05:00 Original Data Group with Access UIUC Users [automated] Release Date: 2015-02-03 13:18:53 UTC Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Seth Robbins (srobbins@illinois.edu) on 2013-02-03T19:18:59Z Item is restricted until 2015-02-03T19:18:53Z U of I Only Restriction Lifted for Item 42088 on 2015-02-03T11:00:59Z. http://hdl.handle.net/2142/42141 en Copyright 2012 Trevor James Eagle Compressed courses Teaching practices Faculty perceptions, Faculty attitudes Faculty preparation Faculty professional support Faculty professional development Instructional methods Pedagogical changes Academic calendars Teaching methodology Teaching delivery Condensed courses Time-compressed courses A survey of university teaching practices and perceptions of compressed courses text Educ Policy, Orgzn & Leadrshp 1760 Ed Organization and Leadership 0209 University of Illinois at Urbana-Champaign Thesis M.S. MS:Educ Org & Leadershp -UIUC 10KS0209MS