Redesigning Opportunity
Condensed Academic Terms to Promote Student Success
Community college students often balance part-time studies with work, family, and other responsibilities, pursuing their education within the complexities of daily life.
Community colleges are known for their flexible, student-centered environments that help students integrate education into these demands. Yet, even with these responsive campuses, students’ home and work obligations can still disrupt their progress toward a degree. To better support student success, community colleges continually adapt their programs and policies, including how courses are delivered. Redesigning courses into shortened semesters has emerged as one promising strategy that can allow students to successfully integrate their studies with the realities of their busy lives.
Jump To:
Shortened Semesters as a Promising Strategy
To provide accessible educational opportunities and help students thrive, some colleges have transitioned from traditional 16-week semesters to shorter, more focused terms. Seven- or eight-week semesters allow students to take fewer courses at once, providing a more concentrated learning experience while enabling them to complete their credentials or degrees in two years or less. Condensed semesters also give students additional opportunities to catch up if they fall behind. For example, if a student drops or fails a course in the fall, they can retake it within the same academic year rather than waiting until the next fall semester. Similarly, if a student misses registration for a required course, shorter terms offer more frequent chances to enroll.
In 2021, Achieving the Dream developed a guide and workbook for institutions interested in transitioning to shortened semesters. These resources offer a valuable starting point for colleges considering this approach.
Spotlight: Orangeburg-Calhoun Technical College
College contexts differ greatly, and the path to implementing condensed semesters will be unique at each institution. This spotlight highlights Orangeburg-Calhoun Technical College as an example of how the transition to shorter terms can work in practice, illustrating a flexible approach tailored to meet the needs of its student community.
About OCtech
Orangeburg-Calhoun Technical College, affectionately known as OCtech, is a rural, two-year, technical Predominantly Black Community College (PBCC) located in Orangeburg, South Carolina.
OCtech offers associate degrees across 29 fields of study, along with over 40 certificate and diploma programs. In 2022, the most common degrees awarded were in Registered Nursing, Criminal Justice, and Liberal Arts.
In fall 2022, OCtech served 2,012 students, with the majority (72%) enrolled part-time.
OCtech’s student population for fall 2022 was 58% Black or African American, 35% White, and 7% from other races/ethnicities, with a majority of students (71%) identifying as women.
The college has a strong record of supporting student success. Among full-time students, OCtech achieved a 68% retention rate in 2022—defined as first-time students who returned the following fall—surpassing the 62% average of peer institutions.
OCtech’s mission is “to provide relevant training and education in a safe, diverse, flexible, and inclusive environment that promotes success and self-reliance for students, and fosters economic development for the region.”
This commitment to flexibility and inclusiveness played a central role in the college’s decision to adopt shortened semesters, aligning with OCtech’s dedication to serving the evolving needs of its diverse student community.
Leadership in OCtech Transition
Walt Tobin
President
The Process of Transitioning to 7-Week Terms
OCtech started discussing the possibility of implementing shortened semesters in 2019, piloted the idea in 2022, and fully implemented the transition in spring 2023. They are seeing encouraging early outcomes.
The college’s journey from idea to implementation has been both complex and adaptive. The steps and practices outlined here are not exhaustive and do not mirror the full process described in the more comprehensive Achieving the Dream (ATD) Guide. Instead, they provide a snapshot of how this significant transition unfolded at OCtech, offering examples of effective practices developed along the way.
“You really want to give it time. Allow people to voice their concerns and really get their buy-in. If faculty are not bought-in, it will be hard for this change to be successful. Make sure you really express the 'why' and that it is backed by data.”
—Stephanie Dauway
OCtech began by engaging in research to learn more about the strategy and exploring possibilities for implementation. Key resources included:
To decide whether to transition to condensed semesters, OCtech formed a planning team, gathered input, and engaged in a trial run.
Once the decision was made to proceed with broader implementation, OCtech began refining their approach. Their strategic approach enabled them to tailor the new 7-week model to fit both institutional needs and student priorities, enhancing flexibility and accessibility. Key decisions included:
"Courses need to be redesigned as opposed to just compressed."
—President Walt Tobin
Redesigning courses for 7-week terms was a labor-intensive process and gaining faculty buy-in was essential. OCtech developed a comprehensive support structure to ensure that faculty were motivated and well-equipped to successfully adapt their courses.
OCtech provided resources, advising support, and financial assistance to ensure that students have the guidance and stability they need to succeed within the new semester format.
OCtech collected multiple forms of data throughout the implementation process and integrated relevant information into their CRM system (Education Advisory Board Navigate360). By utilizing data during each phase of planning and implementation, OCtech created a dynamic and student-centered approach to the shortened semester model—one that continually evolves in response to real student needs and institutional goals. Key data sources included:
By integrating this feedback into each phase of the process, OCtech created a dynamic and student-centered approach to the shortened semester model—one that continually evolves in response to real student needs and institutional goals. This data-driven commitment ensures that OCtech’s approach remains not just effective but truly transformative for the diverse student community it serves.
The initial investment for OCtech to make this transition was around 10% of their operating budget, between $250,000 and $350,000. The most significant expenses included new personnel (instructional designer and director of the Teacher, Learning, and Assessment Center), release time for faculty, and marketing materials for students. OCtech’s Foundation provided early seed money to help with the initial investment.
Early Indicators of Success
OCtech quickly saw indicators of the success of their course redesign efforts.
OCtech piloted 7-week terms in 2022 and fully implemented the transition in spring 2023. They were prepared to see initial declines in success rates during the transition time, based on the experiences of some peer institutions. Instead, they started seeing gains right away. In the two years following introduction of the new structure, multiple forms of data revealed encouraging trends.
Increased Rates of Course Success
After 1 Year
After 2 Years of Implementation
Increased Enrollment
After 1/2 Year
After 1 Year
Increased Graduation Rate
Positive Feedback
Students consistently provided positive feedback on surveys about their experiences in the shortened courses.
Redesigning Opportunity at Your School
Is your college considering a transition to shortened terms? Making this shift can be transformative for students, faculty, and the entire campus community, but it requires thoughtful planning and collaboration.
Things to Consider
Here are key questions to help guide you and your planning team through a successful transition.
Bringing Opportunity to Life
The insights shared here are designed to equip institutions with practical steps for fostering meaningful, lasting change. As you consider your next steps, we encourage you to keep asking questions, engage in dialogue with your colleagues, and listen closely to your students. Each institution is unique, and the approaches highlighted here are just starting points. Building a successful, inclusive campus requires sustained commitment, collaboration, and continuous learning.
