Abstract
The study explored characteristics of the curriculum practice of higher education faculty in the context of time-compressed (e.g., 5–6 weeks) courses as compared with regular term (15–16 weeks) courses. The researchers used open-ended questions on a web-based survey at a large doctoral-extensive university in a Midwestern state in the United States. A total of 569 faculty members were asked to respond to the survey; 151 faculty members completed and returned it. Of the completed surveys 147 data were usable, resulting in a response rate of 26.5%. Their curriculum concerns for time-compressed courses were driven primarily by their consideration of students’ learning within the limited time between the classes. The most significant concern expressed by faculty entailed developing teaching approaches effective for the longer class sessions. Most of the curriculum concerns were rooted in the organizational aspects of the institution. Key words: Time-compressed course curriculum, curriculum aspects, external aspects, internal aspects, organizational aspects, curriculum elements, faculty perception.
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