This study investigates the impact of varying class durations on student learning and perceptions within design-build studios in a construction program at Mississippi State University. By comparing two cohorts-one from regular fall/spring semesters and another from an intensive summer session-we aimed to understand how different class schedules affect student engagement, productivity, and interest in the construction industry. Utilizing a two-phase survey and thematic analysis, we found significant similarities and differences between the groups. Both cohorts valued hands-on learning and the tiny house project for real-world construction experience. However, differences emerged in their perceptions of lectures, exams, and project management skills, influenced by the distinct time constraints of their respective schedules. The fall/spring cohort highlighted challenges related to balancing studio hours with other commitments, whereas the summer cohort faced intensified demands but reported higher engagement. These findings highlight the importance of tailoring educational approaches to optimize learning outcomes in construction education, suggesting that immersive, intensive formats may enhance practical skills and industry interest while also requiring effective time management strategies and instructional support. © 2024 International Conference on Construction in the 21st Century. All rights reserved.
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