Higher Education Commons^™

Full­‐Semester And Time­‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload, Shari L. Deveney, Amy F. Teten, Mary J. Friehe

Special Education and Communication Disorders Faculty Publications

This article addresses the effectiveness of a time-compressed four-week course format compared to a full-semester 16-week format for a graduate-level course. Participants were 78 students enrolled in a speech-language pathology course, fluency disorders. No significant differences were noted for student competency self-perceptions. However, time-compressed students reported significantly higher levels of course satisfaction and workload difficulty.