Faculty Perceptions of Teaching Effectiveness During Mathematics Course Reform: The Roles of Collegial Interaction and Faculty Agency in the Reform Process

While universities regularly study student success and satisfaction to assess course reform, faculty perception offers an additional dimension that should be an essential component of any assessment. This study investigated the factors that contribute to mathematics faculty perception of their teaching effectiveness following a multi-year redesign of introductory mathematics courses at Florida International University which was aimed at developing student-centered courses to improve student success and retention. Interviews were conducted with 22 teaching faculty who teach the reformed courses. The findings indicate that collegial interaction (interdisciplinary as well as intradisciplinary) and inclusion in the course design process shape perceptions of teaching effectiveness, highlighting the importance of considering faculty experiences, particularly their opportunities for collaboration and participation in the reform process, when evaluating course reform initiatives.