Engaging Faculty Perceptions of Strategies for Improving Math Course Completion: A Mixed-Methods Approach Using Q-Methodology

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Research on the Teaching and Learning of Undergraduate Mathematics

Abstract

This paper introduces a mixed-method approach that can help administrators collaborate with faculty who are essential to policy development. The authors surveyed thirty-nine faculty members employing Q-methodology, a qualitative statistical approach adjusted for small samples, to investigate how they perceive the role and function of their community college mathematics courses in advancing student learning and success. The analysis revealed three discourses focused on course planning, teaching approaches, and partnerships between academic and student affairs. A subsequent open group discussion led to three working theories summarized as “foresight,” “insight,” and “cross-sight” which guide the development, implementation, and assessment of strategies that improve student success in math pathways.

Authors

• Christos Giannoulis, Valencia College

• Nichole Jackson, Valencia College

• Al Groccia, Valencia College