The Impact of an Accelerated Course Format on Student Success for a Community College Media Arts Production Class

This paper describes a problem of practice stemming from an institutional transition to accelerated formatted courses at Progressive Community College (PCC), a pseudonym for a 2-year college located in the southeastern United States. In order to improve student success, the college transitioned from a traditional 15-week course format to an accelerated 7-week format. The identification of the problem of practice led to the development of a research focus examining the impact of an accelerated 7-week format on student success for a media arts production course. The study implemented action research methodology, collecting both qualitative and quantitative research data. Action research is often manifested as a cyclical set of procedures. While following Mertler’s (2014) action research sequence of planning, acting, developing, and reflecting, this study sought to improve accelerated course curriculum and examine student success for a media arts production course. The planning phase of the study involved identifying the problem of practice, reviewing relevant literature, and developing a research plan. The acting phase of the study involved the analysis and collection of quantitative and qualitative data through the use of interviews, observations, artifacts, and assessments. The developing phase of the study involved the implementation of an action plan formed on the results of the collected data. The reflecting phase involved the deliberation of all aspects of the study and communicating all terminal findings