Abstract
Faculty members play a key role in facilitating student outcome, including their learning, persistence, and degree completion. Through analyses of online survey data, this study investigates the views of faculty mentors involved in a nationwide mentoring program that aims to support underrepresented students' transition from undergraduate to graduate studies in the mathematical sciences. Specifically, faculty member's perceptions of what factors contribute to students' success or lack of success in mathematics, statistics, and biostatistics are examined. Reasons for success cited by faculty are highly individualized, such as innate ability, motivation, and dedication, yet some contextual and structural factors, including research opportunities and climate-related issues, are identified as well. Faculty members point to pre-collegiate teaching, but not college-level teaching, curriculum, or pedagogy as important to student success, raising question as to how they view their role in students' learning. Implication are offered in terms of how universities may help faculty, and particularly those involved in recruitment and retention efforts, and understand how their role as educators may impact students' outcomes in these fields at the postsecondary level.
Recommended Citation
George, Casey E.; Skultety, Lisa; and Congleton, Randi
(2018)
"Faculty Perceptions of What Makes a Student Successful in the Mathematical Sciences,"
Journal of Excellence in College Teaching and Learning: Vol. 15, Article 4.
Available at:
https://encompass.eku.edu/kjectl/vol15/iss1/4
