Ever since I started teaching at SJSU I have been very suspicious of any 3-week course that claims equivalency with its 16-week counterpart. After voicing my doubts and incredulity a few times to the chair of my department (I may have used the word, "scam"....), I was referred to a quality assurance study that had been conducted several years ago and was still available online. I am no expert on such studies, but the convoluted language, complicated methods described, lack of significant data, and the fact that it was conducted and written by a committee composed of fellow faculty did little to change my opinion as I recall. I am aware that students who take the short courses and the faculty who teach them all claim to like if not love them and that they work just as hard as they would during a regular semester -- and of course they would see it that way! Same credits and same salary in one fifth the time respectively! Wishful thinking, confirmation bias, self-serving bias, employee solidarity, or institutional inertia -- call it whatever, but until an external inquiry or audit is made, I remain inclined to use the word "scam"....

Offered in defense of academic integrity, scholarly standards, and public trust, -- apologies to anyone whose toes feel stepped on!

Thanks for the note, Jeff! I agree that this is a very valid question. My sense is that it is indeed very tough to make a 3-week class on a traditional topic equivalent to a 16-week semester class. Thus I'm more interested in exploring experimental and non-traditional format classes that might better fit the unique constraints of J-term classes. For instance, perhaps an intensive study abroad class where students are totally immersed in activities all day might fit the bill!

I taught a winter session class a few times when it was 3 weeks. The course was online and very immersive, and I think the online format made it a bit easier to get closer to equivalence. Online actually extends the class period in a way. No travel time, no time sitting in class, lectures that can be read and/or viewed any time day or night provides the opportunity for a more immersive experience over a very short time frame. It also requires students to be self-motivated. I won't teach the 2 week session that we now have. I tried it once, online, and did have semester expectations. The students were upset - I think many of them expect to do less work in a short session course. That said, it was exhausting for me and for the students who stuck it out and did the work. We all came to spring semester more tired than we should have been. That doesn't mean some instructors can't do it and do it well. I know some who are very good at it. It just requires a great deal on the part of instructors and students.

I do think this would be a great time to have an intensive study abroad class where students are totally immersed. I know there are arguments against study abroad in some places during winter - but the experience is supposed to immerse students in the life, culture, and even weather of the place. Why not study in France or Germany during winter? Central America isn't as hot, humid, and rainy in winter. Neither is Vietnam as hot or humid as in June, something I experienced first-hand this past summer. I would love to see more study abroad courses over the winter break.

Thanks Kate! This gives me some more options to consider!