Table 5 Instructor summary data
From: Factors contributing to students and instructors experiencing a lack of time in college calculus
Factor | Variable | Responses | (n = 327) |
|---|---|---|---|
Traditionally marginalized or vulnerable populations | Gender | Male | 232 (71%) |
Female | 95 (29%) | ||
Instructor rank | GTA | 61 (19%) | |
Lecturer | 114 (35%) | ||
Tenure-track faculty | 43 (13%) | ||
Tenured faculty | 109 (33%) | ||
Classroom features | Common final | Yes | 222 (68%) |
No | 105 (32%) | ||
Instructor reports of “student-centered practices” | 1=less student-centered practices; 6=more | 3.3 (.98) (Mean (std. dev.)) | |
Student preparation and perception of student preparation | Perceived student ability: “Approximately what percentage of students currently enrolled in your Calculus I course do you expect are academically prepared for the course?” | >80% | 94 (29%) |
60–80% | 143 (44%) | ||
40–60% | 68 (21%) | ||
<40% | 22 (7%) | ||
What it means to “succeed” in calculus | Success perception: “From your perspective, student’s success PRIMARILY relies on their ability to:” | “Solve specific kinds of problems” | 210 (64%) |
“Make connections and form logical arguments” | 117 (36%) | ||
Outcome | Perception of OTL: “When teaching my Calculus class, I had enough time during class to help students understand difficult ideas.” | Agree | 232 (71%) |
Disagree | 95 (29%) |