The Professional Identity of STEM Faculty as Instructors of Course-based Research Experiences.

Autor: Hanauer D; Department of English, Indiana University of Pennsylvania, Indiana, PA., Alvey R; Biology, Illinois Wesleyan University, Bloomington, IL., An P; Department of Biological Sciences, University of Pittsburgh, Pittsburgh, PA., Bancroft C; Biological Sciences, University of Southern California, Los Angeles, CA., Butela K; Department of Biological Sciences, University of Pittsburgh, Pittsburgh, PA., Clase K; Agricultural and Biological Engineering, Purdue University , West Lafayette, IN., Coleman S; Biology, Wartburg College, WAVERLY, IA., Collins DP; Natural Sciences, Mitchell Community College, Statesville, NC., Conant S; Department of Biology, University of Detroit Mercy, Detroit, MI., Connerly P; School of Natural Sciences, Indiana University Southeast, New Albany, IN., Connors B; Science and Math, Dominican University New York, Orangeburg, NY., Dennis M; Biology, Marist College, Poughkeepsie, NY., Doyle E; Department of Biology, Doane University, Crete, NE., Edwards D; Biological Sciences, Tarleton State University, Stephenville, TX., Fillman C; Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO., Findley A; Biology - School of Sciences, University of Louisiana at Monroe, Monroe, LA., Frost V; Department of Biology, Winthrop University, Rock Hill, SC., Gainey M; Chemistry and Physics, Western Carolina University, Cullowhee, NC., Golebiewska U; Biological Sciences and Geology, Queensborough Community College, CUNY, Bayside, NY., Guild N; Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO., Gusky S; STEM, Connecticut State Community College: Northwestern, Winsted, CT., Johnson A; Center for Biological Data Science, Virginia Commonwealth University, Richmond, VA., Johnson K; Department of Life Sciences, University of New Hampshire Manchester, Manchester, NH., Klyczek K; Biology Department, University of Wisconsin-River Falls, River Falls, WI., Lee-Soety J; Department of Biology, Saint Joseph's University, Philadelphia, PA., Lindberg H; Biology, Virginia Western Community College, Roanoke, VA., Mastropaolo M; Sciences, Neumann University, Aston, PA., Merkle J; Department of Biology, University of Evansville, Evansville, IN., Mitchell J; Science and Mathematics, Northern State University, Aberdeen, SD., Molloy S; Molecular and Biomedical Sciences, University of Maine, Orono, ME., Nieto-Fernandez F; Biological Sciences, SUNY Old Westbury, Old Westbury, NY., Nissen J; Biological Sciences, SUNY Old Westbury, Old Westbury, NY., Perez Morales T; Biological Sciences, Benedictine University, Lisle, IL., Peters N; Plant Pathology, Entomology, and Microbiology, Iowa State University, Ames, IA., Pfeifer S; Center for Evolution and Medicine, School of Life Sciences, Arizona State University, Tempe, AZ., Pollenz R; Molecular Biosciences, University of South Florida, Tampa, FL., Preuss M; Natural Sciences and Mathematics, Webster University, Webster Groves, MO., Rosas-Acosta G; Biological Sciences, The University of Texas at El Paso (UTEP), El Paso, TX., Saha M; Biology, William and Mary, Williamsburg, VA., Sprenkle A; Biology, Salem State University, Salem, MA., Sunnen CN; Department of Biology, Saint Joseph's University, Philadelphia, PA., Tobiason D; Biology, Carthage College, Kenosha, WI., Tolsma S; Department of Biology, Northwestern College, Orange City, IA., Ware V; Biological Sciences, Lehigh University, Bethlehem, PA., Ahumada-Santos YP; Unidad de Investigaciones en Salud Pública. Facultad de Ciencias Químico Biológicas., Universidad Autónoma de Sinaloa, Culiacán, Sinaloa., Mexico., Alvarez R; Science and Math, Dominican University New York, Orangeburg, NY., Anderson J; Department of Biological Sciences, Southeastern Louisiana University, Hammond, LA., Ayuk M; Biology, Howard University, Washington, DC., Báez-Flores ME; Unidad de Investigaciones en Salud Pública. Facultad de Ciencias Químico Biológicas., Universidad Autónoma de Sinaloa, Culiacán, Sinaloa., Mexico., Bailey D; Department of Natural Sciences, Coppin State University, Baltimore, MD., Baliraine F; Biology & Kinesiology, LeTourneau University, LONGVIEW, TX., Behr E; Biology, Madison Area Technical College, Madison, WI., Beyer A; Department of Biology, Virginia State University, Petersburg, VA., Bhalla S; Natural Science, Mount Saint Mary College, Newburgh, NY., Bono L; Department of Biological Sciences, Texas Tech University, Lubbock, TX., Breakwell D; Microbiology and Molecular Biology, Brigham Young University, Provo, UT., Byrum C; Department of Biology, College of Charleston, Charleston, SC., Duffy I; Department of Natural Sciences, Saint Leo University, Saint Leo, FL., Gleich A; Biological Sciences, State University of New York, College at Plattsburgh, Plattsburgh, NY., Harrison M; Science Department, Cabrini University, Radnor, PA., Ho R; Department of Biological Sciences, University of Pittsburgh, Pittsburgh, PA., Hughes L; Department of Biological Sciences, University of North Texas, Denton, Texas., Kagey J; Department of Biology, University of Detroit Mercy, Detroit, MI., Kohl K; Department of Biology, Winthrop University, Rock Hill, SC., McClory S; Natural Sciences Department, La Salle University, Philadelphia, PA., Moyer A; Department of Biology, Drexel University, Philadelphia, PA., Alejandra Mussi M; Departamento de Microbiología Básica, Facultad de Ciencias Bioquímicas y Farmacéuticas-UNR, Rosario, Argentina., Nance H; Natural Sciences, College of Coastal Georgia, Brunswick, GA., Nsa I; Microbiology, University of Lagos, Lagos, Nigeria, Lagos., Page S; College of Health and Natural Sciences, Franklin Pierce University, Rindge, NH., Parra-Unda JR; Unidad de Investigaciones en Salud Pública. Facultad de Ciencias Químico Biológicas., Universidad Autónoma de Sinaloa, Culiacán, Sinaloa., Mexico., Rocheleau J; Biology, University of Massachusetts, Amherst, Amherst, MA., Swerdlow S; Biological Sciences, University of Pittsburgh, Greensburg, Greensburg, PA., Thoemke K; Biology, The College of St. Scholastica, Duluth, MN., Valentine M; Biological Sciences, SUNY Plattsburgh, Plattsburgh, NY., Vega Q; Biology, Montclair State University, Montclair, NJ., Ward C; Biological Sciences, Durham Technical Community College, Durham, NC., Williams D; Biology, Coastal Carolina University, Conway, SC., Wisner E; Biological Sciences, University of North Carolina at Charlotte, Charlotte, NC., Biederman W; Center for the Advancement of Science Leadership and Culture, Howard Hughes Medical Institute, Chevy Chase, MD., Cresawn S; Department of Biology, James Madison University, Harrisonburg, VA., Graham M; Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT., Hatfull G; Department of Biological Sciences, University of Pittsburgh, Pittsburgh, PA., Heller D; Center for the Advancement of Science Leadership and Culture, Howard Hughes Medical Institute, Chevy Chase, MD., Jacobs-Sera D; Department of Biological Sciences, University of Pittsburgh, Pittsburgh, PA., Monti D; Center for the Advancement of Science Leadership and Culture, Howard Hughes Medical Institute, Chevy Chase, MD., Ramakrishna P; Center for the Advancement of Science Leadership and Culture, Howard Hughes Medical Institute, Chevy Chase, MD., Russell D; Department of Biological Sciences, University of Pittsburgh, Pittsburgh, PA., Sivanathan V; Center for the Advancement of Science Leadership and Culture, Howard Hughes Medical Institute, Chevy Chase, MD.
Jazyk: angličtina
Zdroj: Frontiers in education [Front Educ (Lausanne)] 2024; Vol. 9, pp. 1442306. Date of Electronic Publication: 2024 Oct 23.
DOI: 10.3389/feduc.2024.1442306
Abstrakt: The 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 towards 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.
Databáze: MEDLINE