Faculty Perceptions of Foundational Courses and Motivation to Teach

Abstract

College foundational courses (aka introductory courses) traditionally serve as a gateway to the major and/or discipline. They enroll large numbers of students and/or a significant percentage of first- and second-year students, and are often characterized by wide-ranging levels of student success. Research consistently shows that these courses are vital to student success in college and beyond, and that students perform better in introductory courses taught by full-time, tenure-track faculty. However, finding top-tier instructors to teach such courses can be challenging, due to teacher preference and logistical concerns. Conducted as a mixed-method study in partnership with Southern Methodist University, this research explores ways in which faculty might be motivated to teach these classes, using a framework of self-determination theory. It also examines faculty and departmental perceptions of foundational courses. Overall, faculty perceptions of foundational courses are positive, with most respondents indicating that they enjoy teaching these classes. Faculty report being most highly motivated by intrinsic factors. Regarding placement processes, department chairs describe complex factors that affect these decisions. Recommendations for how to effectively incentivize top-tier faculty to teach foundational courses are offered.