RUME 25
2023
Omaha, Nebraska
Identifying Instructional Autonomy Approaches in Calculus and its Connection with Student’s Perceived Classroom Climate
Page: 1064
Calculus courses are an integral component for STEM degree attainment yet are historically attributed to high attrition rates and lowering student confidence. Although prior research identified coordination of instruction as a successful characteristic of Calculus programs, there is a need to further examine the role of Instructor Autonomy (e.g., decision making on content and instruction) and its potential impact on student perceptions of the climate. We analyzed data from two national studies of introductory math courses focusing on instructor (N=321) reports of course decision making and student (N=14,488) reports of climate. Preliminary results indicated a great deal of variability in Instructor Autonomy across the Precalculus to Calculus 2 sequence within our sample and even within a department. Narrowing our focus to Calculus 1, variability in Instructor Autonomy persisted and student perception of climate was not unified; however, courses that utilized team-based decision making promoted higher student perceptions of climate.