TPC_Journal Digests_Volume_2_Issue_1

their learning in the course. The expected grade (XG) reflects the student’s assessment of course demands and optimism about successfully meeting those demands. We felt this grade variable was important as a measure of students’ confidence in their mastery of the career development subject matter taught in the course, and therefore, a valid measure of the relative effectiveness of different class schedule formats. Student evaluation of teaching effectiveness (SET) is standard practice at most postsecondary institutions. SET appears to be a pragmatic way to access and compare student perceptions of teachers’ effectiveness and, therefore, a potential measure of the relative efficacy of different class schedules. Examination of the relationship between the three course outcome measures (EG, XG, SET) in relation to the four formats yielded significant differences. Some class schedule formats exhibited significant differences in earned and expected grades compared with others, but significant differences were not observed in student evaluations of teaching. The significant differences found between schedule formats in the outcomes of EG and XG serve to remind instructors, those who supervise them and those managing career courses about the potential impact of this variable. Some formats exhibited significant differences in earned and expected grades. TPC Digest