Introduction

Three-hour classes in college are a common format that can significantly enhance the learning experience. This article explores the reasons behind the implementation of these longer class periods and various examples from personal experiences, illustrating how different instructors and departments utilize this structure for the benefit of students.

Why Are There Three-Hour Classes in College?

The decision to include three-hour classes in college curricula is driven by several key factors, such as in-depth learning, flexible scheduling, and the need for hands-on practical activities.

In-Depth Learning

Why? Longer class periods allow for a more comprehensive exploration of complex topics. This extended time is particularly valuable in subjects like advanced mathematics, sciences, and humanities, where deep discussion and analysis are essential.

Example: My experience with a three-hour science class vividly illustrated this. We delved into advanced theories and conducted lengthy experiments, which would not have been possible with shorter class periods.

Flexible Scheduling

Why? By scheduling fewer but longer classes, colleges can better accommodate the busy schedules of students, many of whom balance academic responsibilities with work and personal commitments.

Example: Two of my classes were organized this way, with adjunct professors from General Electric and Research Development. Having a single three-hour class made it more convenient for them to meet, while also accommodating my time commitments.

Hands-On Laboratory or Studio Work

Why? Many courses, particularly in the sciences, arts, and certain professional programs, require extensive time for practical components like experiments, projects, or creative work.

Example: Two of my film classes involved screening films, and in one case, the class ended on time, while in another, the film was shown in multiple sessions over several days.

Discussion and Collaboration

Why? Longer classes can facilitate group work, discussions, and interactive activities, creating a more engaging and collaborative learning environment.

Example: Another film class began with a discussion and then showed a film. While it was sometimes challenging to finish a full film during the class, the format encouraged interactive learning and group participation.

Block Scheduling

Why? Some colleges implement block scheduling, where courses are planned in longer blocks, aiming to maximize student learning time and provide a more immersive experience.

Example: A credit hour special class, despite being only one credit, required three hours of class time. This helps students to better absorb the material through extended interaction and application.

Special Cases

Why? Personal experiences highlight that not all three-hour classes are identical; their formats vary depending on the instructor's preference and the course's needs.

Example: One class combined a three-hour lecture and a one-hour recitation section but was still a three-credit course. This unique structure allowed for a detailed lecture followed by more interactive and application-focused recitations.

Conclusion

Three-hour classes in college offer a multitude of benefits, enhancing the depth of learning, accommodating diverse schedules, and fostering dynamic learning environments. The flexibility and variety in their implementation ensure that students can engage more fully with the material, whether through in-depth discussions, practical work, or collaborative projects.