Accelerated Degree Programs

Abstract

Why have accelerated degree programs been on the rise in recent years, who are the students most interested in such programs, and are these programs just as effective for learners as traditional degree programs? This article first compares the typical accelerated degree program with traditional degree programs, so as to get a clear understanding of what constitutes an accelerated program. The paper also describes the advent of "strip-mall universities" and also looks at the advantages and disadvantages of this type of school as well as accelerated degree programs in general. The paper describes a few other types of accelerated degree programs for varying educational levels, and examines some of the criteria schools should consider when considering the implementation of an accelerated degree program. The paper concludes with a brief examination of how online activities might be used in all of the described accelerated programs.

Overview

The number of accelerated degree programs has been increasing in the last few decades, though there are several variations on these accelerated programs, which are designed for specific types of degrees. Some courses do not have as much academic contact hours as traditional courses, and instead online class work, team projects, internships and other educational assignments are used to compensate for the reduced number of contact hours. Other accelerated courses manage to maintain the same number of contact hours as a traditional fifteen-week course (about forty-five hours per semester) by increasing the duration of each course session to as much as eight hours. As Husson and Kennedy (2003) note, many colleges are offering accelerated degree programs in five- or eight-week formats, meaning students attend classes one night per week for a four-hour session. Twenty to thirty-two hours of contact sessions enable nontraditional students to accomplish their goals through a combination of intensive in-class sessions and out-of-class work. The authors believe that this approach creates some significant differences from the traditional forty- to forty-five contact hours per semester-long course wherein students meet several times per week (Husson & Kennedy, 2003, p. 52).

This accelerated structure, which has fewer classroom contact hours, is the most commonly encountered accelerated degree program that universities offer, and has become the standard accelerated program format. Considering the growth of such programs, a few obvious questions are:

• Why have accelerated degree programs been on the rise in recent decades?
• Who are the students increasingly enrolling into these programs?
• Are these programs just as effective as traditional programs?

The Rise of Accelerated Degree Programs. According to Singh and Martin (2004), many educators believe that "intensive courses and programs will flourish in the future, largely as a result of the changing demographic trends on campuses" (p. 299). The main reason for this predicted increase—or the specific trend that the authors assert has changed the demographics of the college student population—is the increasing number of nontraditional students enrolling to gain college degrees. This trend, which has been occurring at least since the 1970s, is caused by many social and economic factors, but the statistics clearly demonstrate that the trend is real, and is rising. The National Center for Education Statistics (NCES) reported in 2016 that between 2004 and 2014, the enrollment of students under age twenty-five increased by 18 percent, while the enrollment of students age twenty-five and older increased by 16 percent; however, the NCES predicted that from 2014 to 2025, enrollment among older students would increase faster than that of younger students, at 13 percent for students under twenty-five compared with 18 percent for students age twenty-five and older (U.S. Dept. of Education, 2016).

Undoubtedly, the main reason many schools have started offering accelerated degree programs is to meet the needs of this growing number of nontraditional students. As Singh and Martin (2004) note, "continuing education students with busy work schedules are returning to continue their education, and it is generally assumed that they prefer shorter, intensive programs" (p. 299). They cite a study that supports this assumption, and they argue that many educational institutions that are struggling for financial stability quite often view the development of new accelerated programs as a ready source and means to increase their revenues. Institutions of higher education already have all the necessary elements in place (i.e. teachers, computer labs, classroom space, accreditation, research facilities, etc), so answering nontraditional student needs is essentially a matter of redesigning the meeting times, days, and duration of the courses so as to create accelerated programs. However, there are also other important considerations schools should examine before establishing an accelerated degree program.

Changing Strategies. In the past, most colleges were organized around what could be called a traditional college program model. Classes were always scheduled on campus, most often during the daytime hours and on weekdays, with a few evening courses scheduled to help manage the over-enrollments or scheduling conflicts of traditional students. Husson and Kennedy (2003) observe that, as the number of adults returning to college steadily increased, many of these institutions began to creatively adapt their class schedules so as to accommodate working adult learners. Many more classes specifically intended for these nontraditional students were scheduled in the evenings and on the weekends, which are meeting times that these students are better able to fit into their busy schedules. Also, the authors note that organizations like the College Board indicate that "location is a primary decision factor for older adults returning to college," and this is why many of the more market-sensitive colleges have opened extension learning centers (Husson & Kennedy, p. 53). Many colleges have also begun offering alternative delivery methods such as guided independent study programs and Internet-based courses in addition to their traditional system of classroom delivery. These types of alternative deliveries, which allow students to study much more from home, have been designed with the growing nontraditional student population in mind, and are often integrated into accelerated degree programs.

Corporate Support. The rapid growth of accelerated degree programs also comes from the fact that financial backing is frequently provided by the full-time working students' employers. When colleges began meeting the needs of adult students through new accelerated degree programs, corporations began supporting their adult student employees with tuition benefits, which has served as a strong incentive for these older students to return to college. Husson and Kennedy (2003) note that company sponsorship, combined with convenient accelerated programs, has allowed nontraditional students to "complete upper-division course work and receive their degrees from an accredited institution in a fraction of the time that it would normally take on a traditional campus" (p. 51).

Strip-Mall College. Alongside this trend is another market phenomenon that one author refers to as "strip-mall" universities. As the College Board observed, location is an essential factor for nontraditional students, and the local shopping mall is about as convenient a location as one could wish for. Strother (2005), who has much experience in teaching at strip-mall universities, gives an interesting view of this new type of school. He succinctly describes the typical accelerated program model for course offerings, and he lists several of the advantages that have attracted close to 600 nontraditional students into enrolling at this strip-mall university:

“They attend classes from 6 to 10 p.m., one night a week, for two to three years. They avoid the numerous hassles of traditional college registration, like inconvenient class times and full or canceled courses. They only have to register once, when they enroll. They also avoid long lines at college bookstores because in this accelerated program, the books are delivered directly to them through overnight mail. And you sure can't beat the parking. Moreover, strip-mall universities are ‘customer-oriented,’ so they are generous in accepting transfer credits, and students can finish their degrees faster” (Strother, 2005, p. 4).

Strother is quite aware of the necessity for large universities to be more competitive in gaining these strip-mall students. He describes yet another institution that hired him as an adjunct. This school was "a 150-year-old, traditional, urban university that had just survived a painful reorganization." He writes that "the administrators were eager to increase enrollment, so they adopted some of the tactics of their competitors, the strip mall institutions." The school shortened its semesters to eight weeks, began using adjuncts for their new degree program (which Strother describes as "'in a box' degree-completion programs") and he notes that the school invested heavily in a marketing campaign to gain nontraditional students. The changes successfully attracted adult students, and the school's enrollment increased significantly (2005, p. 16).

This is exactly the direction that higher educational consultants such as Greene and Greene (2003), who have examined the trends, have advised larger colleges and universities to take. They observe that accelerated program listings are often hidden in university course catalogs or websites, or are hidden within individual departmental pages or graduate studies sections. Greene and Greene argue that "colleges would do well to tout their special degree programs up front in their literature and on their Internet sites" (2003, p. 3), which is essentially a matter of better marketing. They write that using a better marketing strategy would help these schools to attract academically serious, motivated, and well-prepared students, and they strongly recommend that universities develop or expand combined degree programs "as a means to expand their offerings without the necessity to expand or build new curricula" (p. 4).

Again, this points out that schools already have many of the needed ingredients already in place, and it is a matter of using those resources to meet nontraditional student needs. Strother observes that this is something traditional universities should be doing. He writes that "to compete with the strip-mall campuses, bricks-and-mortar universities need to offer more-convenient programs for students" (2005, p. 17), though he observes that these schools should retain their rich, traditional, on-campus experience as well. He also argues that strip-mall universities should seek out ways to expose their students to more extracurricular activities that are an essential part of a well-rounded education, which relates to some of the possible disadvantages of strip-mall accelerated programs.

Further Insights

Non-Traditional Students Prefer Accelerated Course Programs. A study conducted by Singh and Martin (2004) clearly demonstrates that students who work full time, and whose employers pay the school tuition, much prefer accelerated programs. However, the study also uncovered the importance of schools realizing that this type of student does not represent all nontraditional students. Their study demonstrated a clear difference in types of students in MBA programs. Their research indicated that most students liked the idea of an accelerated program that their university was considering implementing. The program under consideration would offer courses in four sessions with ten-week modules, with classes running for an extra forty-five minutes. A majority of students said that they would take more courses if four sessions were offered, and the survey results also indicated that many students would inform other people whom they knew about the program if the accelerated program were implemented.

However, the authors also noted that a careful examination of the results revealed that, "apart from gender, there were statistically significant differences on some of the survey items by employment status, student status, tuition payment source, and—very important—program" (Singh & Martin, 2004, p. 301). They noted that students who were employed full time, and those attending classes on a part-time basis reacted the most favorably to the proposal, and again, there was clear evidence that working students generally prefer programs that are accelerated. But the study also revealed that students who had to pay the tuition themselves (rather than the employer) were the least supportive of the proposed program. Singh and Martin argue that this negative reaction is due to the effect an accelerated system would have on these students' financial situation, since tuition payments would have to be paid more rapidly. Also, the study showed that "a fairly high percentage of students, mainly from the MBA and finance and accounting programs, reported that an extension of 45 minutes per class would affect their class participation negatively" (p. 301).

Faculty Opposition. Additionally, many faculty members at the university strongly opposed the proposal, and the university decided it best not to convert the MBA program to one that was solely accelerated in nature. The authors cite yet another study where this same phenomenon occurred. In that viability study, after researchers analyzed the total student response, they concluded that there were too many negative attitudes expressed by faculty and students toward intensive courses being offered concurrently with fifteen-week courses. From their research, as well as other studies that informed them, Singh and Martin concluded that their study "shows that the perception of accelerated programming depends on the type of student enrolled in the program" (2004, p. 301).

Cohort Programs. Singh and Martin (2004) emphasize the point that "the composition of current and potential students is vital to the decision to implement an accelerated program" (p. 302). As for the university where they conducted their study, the school decided to keep its existing program and start a separate, concurrent MBA program that offered an accelerated degree "by offering Saturday classes in a cohort style to students working full time." Enrollment in that program has grown steadily since the program's introduction (Singh & Martin, 2004, p. 302). Kasworm (2003) also carried out a study that showed why accelerated degree programs that are cohort style are successful and popular among nontraditional students. Her study showed that adults in accelerated degree programs believe they are in a customized learning environment that is designed for adults. She notes that such programs are easily accessible, considering the typical nontraditional student's more adult schedule that often includes full-time employment as well as raising children.

The cohort style accelerated programs seem to be optimal for nontraditional students. As Kasworm (2003) observes, through cooperating intensively with other adults who are full-time workers, and through use of cohort group projects and cohort-based classes, these students gain a stronger experience with a learning community. This may partially replace the community that Strother (2005) believes is much stronger on traditional campuses, and it may be that these students would not actually participate much in on-campus social life even if their accelerated program is located on a traditional campus. Such students are very busy with full-time work and the raising of children, so they may not have much time for campus debates on gay marriage, the military, politics, race, gender, and justice. According to Kasworm (2003), the adult students in her study felt "a sense of support in the midst of their pressured lives" (p. 20), and this may be the most important social need they have as students. Thus, universities may be wise to offer both types of programs (traditional and accelerated) rather than replacing one for the other, and they might consider creating cohort-style programs when they open strip-mall university branches.

Combined Degree Programs. There are yet other types of accelerated programs at the higher education level. The combined degree program is one type of accelerated program that Greene and Greene (2003) say many students and parents are attracted to. These are dual and accelerated degree programs that enable a traditional student to attain both a bachelor's and graduate degree in a shorter than normal period of study. Greene and Greene believe this is an excellent way to leverage a student's academic strengths and time spent in education. As the authors note, "Families perceive these opportunities (frequently referred to as 3/2 degree programs) as ways to save one or more years of study, so they can begin to earn an income sooner and save substantial costs" (Greene & Greene, 2003, p. 3). This type of accelerated program has become increasingly popular—particularly among those traditional students who plan, already upon entry as college freshmen, to obtain a master's degree so as to have a competitive advantage on the job market.

Fast-Track Associate's Degrees. Another type of accelerated program is being offered at some community colleges. They have begun offering accelerated programs for associate's degrees. These community colleges are offering a "fast-track degree option" in which a student can "cram two years of learning into a single calendar year to earn an associate's degree" (Pego, 1997, p. 1). According to Pego (1997), survey results indicate that many students like the accelerated courses, which are scheduled in terms of four, six or eight weeks. The students can earn an associate's degree by completing twelve fast-track courses, or by mixing credits from their fast-track courses with regular courses (p. 5). The administrators at a community college in Texas assumed that most of the students who would choose the accelerated program would be the nontraditional students who were returning to school (p. 12). However, they discovered that there were also many more eighteen-year-olds signing up for the program because they wanted to "hurry up and get it over" (p. 13). This is understandable, since it could save the traditional student a lot of money (if all the courses transfer to a four-year college).

However, even some of the instructors who helped design the Texas community college's accelerated program expressed some reservations about the program. The biggest problem (which may be a problem that all accelerated programs have in common) is that students may not be learning as much in the shortened period of time if one considers the amount of reading assignments that are possible within that shortened time. As one instructor in the community college program put it, "The old rule of two hours studying out of class for every hour in class simply won't work. That would be six hours of class, an hour for lunch, and 12 hours of homework. That's 19 hours. And on top of that, some of them are trying to work" (Pego, 1997, p. 32).

However, a lot of students do prefer this type of accelerated program; it also seems apparent that it depends on the specific type of accelerated degree program as to whether specific categories of students are for or against them.

Integrating Online Course Work. Many instructors use online group activities in their accelerated courses so as to compensate for the decreased academic contact hours. All of the above-described types of accelerated programs are increasingly incorporating the use of online work into the various courses. As Cooper (2005) notes, group work is particularly effective for nontraditional students, as it helps to draw upon their varied experiences. However, Cooper also argues that adding traditional group work to accelerated adult programs creates additional challenges, because less face-to-face contact is a characteristic of many accelerated courses. Cooper proposes that online group work is an effective alternative to assigning traditional group work, especially for those students with full-time careers, families, and long commutes to and from class. Cooper argues that online discussion groups can effectively replace traditional face-to-face group work. He writes that since discussion groups and learning communities have been suggested as necessary for effective learning, an online format, "especially one of an asynchronous nature, eliminates the need for adult students to return to campus or become confined to others' work or home schedules" (p. 4).

However, online discussion groups are not without criticism, including the absence of interpersonal communication and the possibility of additional miscommunication caused by the medium and format. Cooper (2005) also cites other studies that have shown that nontraditional students may feel apprehension of and opposition to technology, but he believes that careful planning and continued evaluation can effectively address the problem. Cooper argues that students actually appreciate the convenience of the online format without extra face-to-face meetings, and he cites yet another study that indicates that shyer students would reflect on and participate more in the online discussions. Although Cooper's study did not address shyness, he writes that students tended to agree that, through an online format, they could reflect more on the assignment. His study also showed that "overall, students believed the addition of the online assignment was appropriate for an accelerated course," and students suggested using online assignments in the future (p. 5). As the research on and pedagogical methods for accelerated programs increase and improve, it seems likely that they will become more common as an educational model.

Viewpoints

Disadvantages. Strother (2005) observes that strip-mall students are missing something by not experiencing "the vibrant on-campus experience." He describes the difference in a compelling way when he writes that, on a traditional university campus, there are often thousands of students who create a special community where many activities occur. He writes, "Many controversial subjects like abortion, gay marriage, the military, politics, race, gender, and justice are debated not just at the podium, but on the sidewalks." Strother persuasively drives his point home by observing that "this sidewalk culture of protest, music, art, free-love groups, and even hate groups encourages students to think about life in new ways" (p. 13). He believes that the college campus, with its expansive meeting areas and many green parks, its enormous libraries and special performances and guest speakers, collectively have a tendency to nurture critical thinking and evoke lively debates among students, which is an educational opportunity and process itself. He says that students who attend strip-mall universities miss out on this essential part of college life, which he considers a serious disadvantage. He also notes that many of these nontraditional students attending the strip-mall university have their tuition paid by their employers, and employers do not have a compelling interest in their employees extending their education into an on-campus social life (Strother, 2005, p. 12).

Advantages. On the other hand, Moore (2005) argues that "traditional students' cafeteria conversations are replaced by talks with spouses at home, the drive to work becomes an opportunity for critical reflection on consumer behavior, and a facilitator is called long after a class ends to discuss principles from a conflict-resolution class that are now being played out in the workplace" (p. 4). Moore also takes exception to Strother's description of accelerated courses as "in a box" courses that compress traditional courses in a possibly inappropriate way. Moore argues that the courses that meet for four hours, one night a week, for five weeks, are not actually traditional fifteen-week courses that have been compressed into five weeks, but instead are the result of careful and deliberate thought; knowledge and content are reconfigured into an optimal format once the accelerated course is designed. He also believes that the structure and content are detailed so that the nontraditional student knows what to expect and when to expect it.

According to Moore, the resulting syllabi should not be taken as restrictive dictates, but rather "as points of departure to be built on over the five weeks by both facilitator and student." The author also emphasizes that students engaged in accelerated learning face the need to combine home, work, and academic responsibilities in ways that academics are only beginning to understand. He concludes that accelerated program students "are expected to shoulder more independent work outside the classroom, and they are required to actively contribute to the learning process" (2005, p. 2). These aspects somewhat compensate for the off-campus circumstances in the nontraditional student's strip-mall education.

Administration & Faculty Development. Yet another set of disadvantages that Strother (2005) points out is on the administrative and faculty side. He claims that strip-mall universities "also make little investment in their faculty" (p. 15). He describes attending a mandatory "faculty development" seminar, where he was instructed as to how he should take attendance. The institution was evidently concerned about attendance because its program granted three hours of college credit for only twenty hours of academic contact time. The school developed a policy that if a student missed more than two classes in a five-week course, he or she would receive an automatic F. This faculty development meeting was the only contact, aside from an occasional faxing of documents, that Strother had with the university administration. He also notes that there are only adjuncts paid per course at the strip-mall university, and this outsourcing tendency could be negative since, like a third-world factory worker, the teacher becomes much more replaceable and far less influential within the management (or university administration).

Husson and Kennedy (2003) observe that accelerated programs challenge traditional thinking about the necessary time it should take to complete college courses. The authors argue that accelerated programs are often intensely scrutinized by various constituencies within more traditional colleges. Because of this, those working in accelerated programs "may experience such skepticism as biased and unfair, especially when critics have little or no experience with adult learners and accelerated programs" (p. 60). They note that mistrust of accelerated programs can demoralize staff and faculty working within accelerated programs, especially if such criticism comes from peers on the same campus. In short, some of the disadvantages to accelerated programs may be more from perception than reality.

Terms & Concepts

Accelerated Degree Program: A college or university degree program that offers courses in longer sessions in a shorter overall time so as to complete an associate's, bachelor's, or master's degree—or combination of these—sooner than the traditional time allotted for completion.

Adjunct Teacher: A teacher who is essentially an outsourced educator. Adjunct teachers are contracted to teach individual courses, and have no long-term employment contract or career-track relationship with the schools for which they teach.

Cohort-Based Programs: In these programs, students attend classes and field experiences together throughout the degree program, establishing a professional learning community. A cohort approach structures class schedules together and builds collegiality among otherwise diverse groups of teacher-learners.

College Board: The College Board is a not-for-profit membership association whose mission is to provide information about higher education in the United States. It was founded in 1900 and is comprised of more than 5,200 schools, colleges, universities, and other educational organizations. Its best-known programs are the SAT, the PSAT/NMSQT, and the Advanced Placement Program.

Nontraditional Student: Most often, age (especially being over the age of 24) has been the defining characteristic for this population; age acts as a surrogate variable that captures a large, heterogeneous population of adult students who often have family and work responsibilities as well as other life circumstances that can interfere with successful completion of educational objectives.

Strip-Mall University: A small branch of a university that is located in a shopping mall. These small learning centers offer accelerated degree programs for nontraditional students.

Traditional Student: A student who enters college directly from high school, takes courses on a continuous full-time basis, completing a bachelor's degree program in four or five years by age 22 or 23. Generally, traditional students are financially dependent on others, do not have spouses or families, consider the college career to be their primary responsibility, and if employed, are so only on a part-time basis.

Bibliography

Cooper, E. K. (2005, July). Incorporating online discussion groups into an adult accelerated course to facilitate student interaction. Online Classroom, 4–7. Retrieved December 14, 2007 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=17572917&site=ehost-live

Favor, J. (2012). Students’ perceptions of long-functioning cooperative teams in accelerated adult degree programs. Journal of Continuing Higher Education, 60, 157–164. Retrieved December 5, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=83182777

Greene, H., & Greene, M. (2003). Accelerated / combined degree programs. University Business, 6, 22–23. Retrieved December 11, 2007 from EBSCO online database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11071769&site=ehost-live

Husson, W., & Kennedy, T. (2003). Developing and maintaining accelerated degree programs within traditional institutions. New Directions for Adult & Continuing Education, 97, 51–61. Retrieved December 13, 2007 from EBSCO online database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9299180&site=ehost-live

Kasworm, C. (2003). From the adult student's perspective: Accelerated degree programs. New Directions for Adult & Continuing Education, 97, 17–27. Retrieved December 14, 2007 from EBSCO online database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9299188&site=ehost-live

Millett, C. M., Stickler, L. M., & Wang, H. (2015). Accelerated nursing degree programs: Insights into teaching and learning experiences. ETS Research Reports Series, 2015(2), 1–32. Retrieved January 9, 2018 from EBSCO online database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112358511&site=ehost-live&scope=site

Moore, P. (2005). Accelerated programs for students. Chronicle of Higher Education, 51, B18. Retrieved December 11, 2007 from EBSCO online database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=16621401&site=ehost-live

Pego, D. (1997). Dallas college studies effects of accelerated degree program. Community College Week, 9, 7–8. Retrieved December 14, 2007 from EBSCO online database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9707100576&site=ehost-live

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Rood, R. (2011). Traditional versus accelerated degree program graduates: A survey of employer preferences. Journal of Continuing Higher Education, 59, 122–134. Retrieved December 5, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67054458

Singh, P., & Martin, L. (2004). Accelerated degree programs: Assessing student attitudes and intentions. Journal of Education for Business, 79, 299–305. Retrieved December 15, 2007 from EBSCO online database Academic Search Premier. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13478010&site=ehost-live

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Suggested Reading

Boellaard, M. R., Brandt, C. L., & Zorn, C. R. (2015). Faculty to faculty: Advice for educators new to teaching in accelerated second baccalaureate degree nursing programs. Journal of Nursing Education, 54(6), 343–346. Retrieved January 9, 2018 from EBSCO online database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=103061398&site=ehost-live&scope=site

Brandt, C., Boellaard, M., & Zorn, C. (2013). Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs. Journal of Nursing Education, 52, 377–382. Retrieved December 5, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=88859775

Varner, B. (2013). Undergraduate perceptions of online coursework. Journal of Applied Learning Technology, 3, 16–20. Retrieved December 5, 2013 from EBSCO online database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=90043853

Voeller, B. (2009). Accelerated distance learning: The new way to earn your college degree in the twenty-first century (3rd ed.). Spring Branch, TX: Dedicated Publishing.