Why Brigham Young University Does Not Have Fall or Spring Breaks

Brigham Young University (BYU), affiliated with The Church of Jesus Christ of Latter-day Saints, follows a unique academic calendar that does not include traditional fall or spring breaks. This structure serves several key purposes, reflecting both the university's educational philosophy and its commitment to continuous academic and spiritual growth.

Academic Calendar Structure

BYU operates on a semester system, often extended due to the absence of breaks. This extended academic schedule allows for more intensive learning experiences, maximizing instructional time. A semester system with continuous academic engagement ensures that students can assimilate complex material more effectively, leading to a more rigorous academic environment.

Religious and Cultural Context

BYU's strong affiliation with The Church of Jesus Christ of Latter-day Saints influences its academic and cultural values. The university emphasizes a culture of continuous study and engagement, aligning with the institution's commitment to both education and spiritual growth year-round. Unlike many other universities that observe designated breaks, BYU's lack of traditional breaks underscores this commitment.

Alternative Holidays

BYU compensates for the absence of fall and spring breaks by observing holidays such as Thanksgiving and Christmas, which provide students with time off without disrupting the academic calendar. These holidays are significant in the broader context of the university's cultural and religious values, allowing for meaningful breaks while still maintaining academic continuity.

Focus on Family and Community

BYU encourages students to use their time off for family and community engagements, reinforcing cultural and religious values. This approach not only supports the spiritual well-being of students but also fosters a strong sense of community within the university.

The Trimester System

This unique academic structure can be traced back to the mid-1970s when BYU moved from a quarter system to a trimester system. This change was primarily motivated by the need to better utilize school facilities and resources, as well as to optimize the use of time.

By dividing the summer semester into two discrete terms, BYU reduced waste and increased academic efficiency. This shift produced several beneficial side-effects, such as easier summer courses, more straightforward concentration on coursework, and the ability to enroll student athletes early to acclimate them to the academic environment.

While not initially aimed at faster graduation, the trimester system does offer the potential for more efficient degree completion. Some students, like Tara Westover, have been able to take advantage of this system to graduate more quickly. Others, including the author, found these benefits later in their academic careers.

The elimination of traditional breaks did not stem from a desire to curb partying or to oppose campus social culture; these behaviors were already becoming less prominent in the late 1970s. BYU's real attempt to curtail social activities came earlier, in the 1960s, with the prohibition of fraternities and sororities.

Making room for events like EFY (Expanded Full-time Youth) or Women's Conference was not a consideration until the campus became largely empty in the summer. These events came later as the trimester system had already established a new norm for academic and social life on campus.

Conclusion

The absence of fall and spring breaks at BYU is a product of its specific academic and cultural context. While the trimester system was initially implemented for practical reasons, its adoption has contributed to a rigorous academic environment that aligns with the university's values of education and spiritual growth.