2026 ASEE Annual Conference & Exposition

This Work-in-Progress study investigates how career panels shape students' perceptions of mathematics and the opportunities available to them. The 2015 CUPM Curriculum Guide to Majors in the Mathematical Sciences specifically recommends that “mathematical sciences major programs should offer their students an orientation to careers in mathematics,” citing benefits such as recruitment and retention of majors. Similarly, the BIG (Business, Industry, Government) Math Network urges departments to engage students in pathways beyond academia. Responding to these national calls, the Mathematics & Statistics program at ___ began hosting career panels in Fall 2025, supported by (grant).

To examine student responses to these panels, we adapted a survey instrument previously validated in the field of information systems. Items were modified to reflect mathematics-specific constructs, including perceptions of the field, job availability, perceptions of professionals, usefulness of studies, confidence in learning, effectance motivation, and intention. In addition, we introduce a curiosity construct to capture new questions and interests stimulated by the panels. These constructs align with expectancy-value and career development frameworks, which highlight the roles of perceived utility, confidence, and curiosity in shaping student motivation and career exploration.

The survey was administered to students attending the career panels, including both mathematics majors and students from other STEM disciplines. This paper reports preliminary data from the initial implementation of the panels and instrument. We examine patterns in students' perceptions of mathematics-related careers and analyze open-ended responses to identify common themes in students' expressed curiosities and questions. Quantitative Likert-scale responses are summarized descriptively to provide context for the qualitative findings.

Looking forward, we will extend the instrument and undertake formal validation in the context of mathematics majors. Ultimately, this work will contribute a validated instrument for use across the mathematics community. In the immediate term, we offer a formative tool for departments seeking feedback on career-oriented programming.