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How course coordinator values and practices align with the needs of instructors.

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Title: How course coordinator values and practices align with the needs of instructors.
Authors: Carney, Debra1 (AUTHOR) dcarney@mines.edu, Swanson, Rebecca1 (AUTHOR), Sanders, Megan2 (AUTHOR), Rasmussen, Chris3 (AUTHOR)
Source: International Journal of Mathematical Education in Science & Technology. Sep2026, Vol. 57 Issue 9, p1857-1872. 16p.
Subject Terms: *Course organization (Education), *Mathematics education, *Continuing education, *Teaching methods, *Academic support programs, Questionnaires
Abstract: Course coordination in high enrolment undergraduate mathematics classes in the United States is a common practice that seeks to provide consistency in learning opportunities for students while balancing instructional support and pedagogical autonomy. In this study we investigate how the needs of instructors who teach in a coordinated course align (or do not) with the values and practices of course coordinators. Analysis of 44 survey responses from both coordinators and instructors who teach in a coordinated course identified a number of coordinator actions and corresponding orientations that align with instructor needs as well as actions that instructors find valuable but that are not frequently occurring. These findings are significant because they can lead to better articulation of the knowledge, skills, and dispositions needed to be an effective course coordinator, which could then lead to the design of professional development aimed at helping coordinators be better able to meet the needs of their co-instructors. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: How course coordinator values and practices align with the needs of instructors.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Mathematical+Education+in+Science+%26+Technology%22">International Journal of Mathematical Education in Science & Technology</searchLink>. Sep2026, Vol. 57 Issue 9, p1857-1872. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Course+organization+%28Education%29%22">Course organization (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Continuing+education%22">Continuing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
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  Data: Course coordination in high enrolment undergraduate mathematics classes in the United States is a common practice that seeks to provide consistency in learning opportunities for students while balancing instructional support and pedagogical autonomy. In this study we investigate how the needs of instructors who teach in a coordinated course align (or do not) with the values and practices of course coordinators. Analysis of 44 survey responses from both coordinators and instructors who teach in a coordinated course identified a number of coordinator actions and corresponding orientations that align with instructor needs as well as actions that instructors find valuable but that are not frequently occurring. These findings are significant because they can lead to better articulation of the knowledge, skills, and dispositions needed to be an effective course coordinator, which could then lead to the design of professional development aimed at helping coordinators be better able to meet the needs of their co-instructors. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0020739X.2025.2530960
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 1857
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      – SubjectFull: Course organization (Education)
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Continuing education
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      – SubjectFull: Teaching methods
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      – SubjectFull: Academic support programs
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      – SubjectFull: Questionnaires
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            NameFull: Swanson, Rebecca
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            – D: 01
              M: 09
              Text: Sep2026
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              Y: 2026
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