Summer Quarter Report
Appendix 7
Executive Summary
Student Focus Group Research Final Report
The University of Washington Summer Quarter Student Curriculum Subcommittee
initiated research to investigate the possibility of implementing a full summer
quarter. The initial phase of the research, a qualitative study, was completed by
UW Educational Outreach. A series of four focus groups were conducted with
matriculated undergraduate students to identify the attitudes, perceptions, and
key issues of concern regarding summer quarter. Other objectives were to examine
preferred summer quarter characteristics and to identify potential incentives to
support the implementation of such a quarter. This phase of research was intended
to provide input for a survey of matriculated undergraduate students.
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According to students, the major barriers to graduating in four years are
getting into necessary classes and going through the process of applying for a
major. Other factors that students point to are indecision and lack of planning
early on. Many students also have financial burdens which make it more difficult
for them to complete their degree on time.
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Participant's first perceptions of summer quarter are fairly predictable. Most
students think of the warm weather, and the peaceful, empty campus. Others think
of the tuition reduction for out-of-state students and the opportunity to focus on
one challenging class. Other perceptions of summer quarter are limited offerings,
especially upper division or departmental classes, and an increased number of TA's
teaching classes.
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When prompted to share what they like about summer quarter, students came up
with some similar responses. Again, several out-of-state students appreciated the
reduced tuition. Several students also talked about the benefits of being able to
focus on one difficult class. Summer quarter was also described as a safety net in
that it allows students to work towards graduation faster or to graduate on time.
Many students like the smaller class size and the ease of getting into some of the
more high-demand courses.
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The most significant drawback mentioned was the missed opportunity to work and
save money to finance education and pay for living expenses. Many seniors also
saw the lack of upper division courses as a deterrent to attending summer quarter.
A significant number of students, both seniors and sophomores alike, believe that
attending summer quarter causes burnout because it doesnt give students a chance
for a break or vacation. Others are too distracted during the summer months and
would prefer to spend those precious sunny months with family and friends.
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Participants came up with a fairly thorough list of potential incentives that
might encourage them to attend summer quarter. Of those incentives, reduced
tuition, and broader, more upper-division course offerings were seen as most
influential. Seniors in the College of Engineering and the School of Business
Administration also thought that intensive classes with field trips or hands-on
projects would be influential. Other more secondary incentives were improved
schedule flexibility, availability of financial aid for fourth quarter, and more
professors teaching during the summer months. Some students also suggested that
there be a longer break between spring and summer quarters, and that the
university guarantee small class sizes.
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After students rated the importance of their own incentives, they were asked to
rate a list of university-generated incentives. Many of these ideas mirrored
student's ideas and the findings were quite similar. Again, reduced tuition and
the availability of intensive courses in their major or specialty were seen as the
most motivating incentives. Students also liked the idea of having the full
curriculum available in one's major, the opportunity to take internships for
credit, and the possibility of earning financial rewards by graduating in four
years.
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Along with these incentives, students were asked to rate the viability of three
proposed requirements. None of the three were rated as particularly viable by
students. One option, however, received a lukewarm response. That was the
requirement that students attend summer quarter once during their four years in
lieu of attending another quarter that same year.
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Student's awareness of summer quarter communications was very high. Several
students in each group talked about the Preliminary Summer Quarter Announcement
sent out in the Spring. Others remembered seeing posters and advertisements in
The Daily. Respondents in each group made it overwhelmingly clear that direct
mail was the best method for communicating with students about summer quarter.
Some also liked the idea of e-mail updates or posters, as long as the information
was distributed through departments or advisers.
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In closing, respondents were invited to give one last piece of advice to
President McCormick regarding summer quarter. These comments often reinforced
many of the sentiments expressed above.
Summer Quarter Report
Appendix 7
