The professional identity of STEM faculty as instructors of course-based research experiences

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dc.citation.titleFrontiers in Education
dc.citation.volume9
dc.creatorHanauer, David I.
dc.creatorAlvey, Richard
dc.creatorAn, Ping
dc.creatorBancroft, Christa
dc.creatorButela, Kristen
dc.creatorColeman, Sean
dc.creatorClase, Kari L.
dc.creatorCollins, Parks
dc.creatorMussi, María Alejandra
dc.date.accessioned2025-03-14T16:07:15Z
dc.date.available2025-03-14T16:07:15Z
dc.date.issued2024-10-24
dc.description.abstractThe professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs. 97 CRE instructors from the Science Education Alliance (SEA) iREC participated in a 2-year, multi-stage, qualitative research project that involved weekly reflective journaling, autoethnographic description, small group evaluation and writing, and large-scale community checking. The resulting description of professional identity consisted of shared values (inclusivity, student success, community membership, ownership/agency, science, overcoming failure, and persistence), specified roles (mentor, advocate, scientist, educator, motivator, collaborator, community builder, learner, evaluator and project manager) and a stated sense of self (dedicated, resilient, pride in students, multiskilled, valued, community member, responsible and overworked). Analysis of individual reflective diary entries revealed how a professional identity underpinned and facilitated the ways in which faculty addressed challenges that arose and worked toward the success of every student. It is the self-concept of the professional identity of the instructor in the context of the CRE classroom that directed the extended commitment and effort that these instructors evidently put into their work with students, which facilitated student engagement, student persistence, and their collective scientific output. The study concludes that a professional identity of STEM faculty in the context of a CRE and iREC combines being a researcher and educator, and that this integrated identity is central for current initiatives aimed at transforming undergraduate STEM education.
dc.description.filFil: Hanauer, David I. Indiana University of Pennsylvania. Department of English; United States.
dc.description.filFil: Alvey, Richard. Illinois Wesleyan University; United States.
dc.description.filFil: An, Ping. University of Pittsburgh. Department of Biological Sciences; United States.
dc.description.filFil: Bancroft, Christa. University of Southern California. Biological Sciences; United States.
dc.description.filFil: Butela, Kristen. University of Pittsburgh. Department of Biological Sciences; United States.
dc.description.filFil: Coleman, Sean. Wartburg College; United States.
dc.description.filFil: Clase, Kari L. Purdue University. Agricultural and Biological Engineering; United States.
dc.description.filFil: Collins, Parks. Mitchell Community College; United States.
dc.description.filFil: Mussi, María Alejandra. Universidad Nacional de Rosario. Facultad de Ciencias Bioquímicas y Farmacéuticas. Departamento de Microbiología Básica; Argentina.
dc.description.sponsorshipHoward Hughes Medical Institute: GT#12052
dc.format.extent01-15
dc.identifier.citationHanauer, D., Alvey, R., An, P., Bancroft, C., Butela, K., Clase, K., Coleman, S., Collins, D. P., Conant, S., Connerly, P., Connors, B., Dennis, M., Doyle, E., Edwards, D., Fillman, C., Findley, A., Frost, V., Gainey, M., Golebiewska, U., Guild, N., … Sivanathan, V. (2024). The Professional Identity of STEM Faculty as Instructors of Course-based Research Experiences. Frontiers in education, 9, 1442306. https://doi.org/10.3389/feduc.2024.1442306
dc.identifier.issn2504-284X
dc.identifier.urihttps://hdl.handle.net/2133/29070
dc.language.isoen
dc.publisherFrontiers Media
dc.relation.publisherversionhttps://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1442306/full
dc.relation.publisherversionhttps://doi.org/10.3389/feduc.2024.1442306
dc.rightsopenAccess
dc.rights.holderHanauer, David I.
dc.rights.holderAlvey, Richard
dc.rights.holderAn, Ping
dc.rights.holderBancroft, Christa
dc.rights.holderButela, Kristen
dc.rights.holderColeman, Sean
dc.rights.holderClase, Kari L.
dc.rights.holderCollins, Parks
dc.rights.holderMussi, María Alejandra
dc.rights.holderUniversidad Nacional de Rosario. Facultad de Ciencias Bioquímicas y Farmacéuticas
dc.rights.textAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectInclusive research and education community
dc.subjectScience education alliance
dc.subjectCourse-based research experience
dc.subjectSTEM faculty professional identity
dc.subjectUndergraduate science education
dc.titleThe professional identity of STEM faculty as instructors of course-based research experiences
dc.typearticulo
dc.type.versionpublishedVersion

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