Journal article
The professional identity of STEM faculty as instructors of course-based research experiences
Frontiers in education (Lausanne), v 9, 1442306
2024
PMID: 39686967
Abstract
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 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.
Metrics
1 Record Views
Details
- Title
- The professional identity of STEM faculty as instructors of course-based research experiences
- Creators
- David Hanauer - Indiana University of PennsylvaniaRichard Alvey - Illinois Wesleyan UniversityPing An - University of PittsburghChrista Bancroft - University of Southern CaliforniaKristen Butela - University of PittsburghSean Coleman - Wartburg CollegeKari L. Clase - Purdue University West LafayetteParks Collins - Mitchell Community CollegeStephanie Conant - University of Detroit MercyPamela Connerly - Indiana University SoutheastBernadette Connors - Dominican UniversityMegan K. Dennis - Marist UniversityErin L. Doyle - Doane UniversityDustin Edwards - Tarleton State UniversityChristy Fillman - University of Colorado BoulderAnn Findley - University of Louisiana at MonroeVictoria J. Frost - Winthrop UniversityMaria Gainey - Western Carolina UniversityUrszula Golebiewska - Queensborough Community College, CUNYNancy Guild - University of Colorado BoulderSharon B. Gusky - Northwestern Connecticut Community CollegeAllison Johnson - Virginia Commonwealth UniversityKristen Johnson - University of New Hampshire at ManchesterKaren K. Klyczek - University of Wisconsin–River FallsJulia Lee-Soety - Saint Joseph's UniversityHeather Lindberg - Virginia Western Community CollegeMatthew D. Mastropaolo - Neumann UniversityJulie A. Merkle - University of EvansvilleJon Mitchell - Northern State UniversitySally Molloy - University of MaineFernando Nieto - SUNY Old WestburyJillian Nissen - SUNY Old WestburyTiara Perez Morales - Benedictine Univ, Biol Sci, Lisle, IL USANick T. Peters - Iowa State UniversitySusanne P. Pfeifer - Arizona State UniversityRichard Pollenz - University of South FloridaMary L. Preuss - Webster UniversityGerman Rosas-Acosta - The University of Texas at El PasoMargaret S. Saha - William & MaryAmy Sprenkle - Salem State UniversityC. Nicole Sunnen - Saint Joseph's UniversityDeborah Tobiason - Carthage CollegeSara S. Tolsma - Northwestern College - IowaVassie Ware - Lehigh UniversityYesmi Patricia Ahumada-Santos - Universidad Autónoma de SinaloaRegina V. Alvarez - Dominican UniversityJustin Anderson - Southeastern Louisiana UniversityMary Ayuk - Howard UniversityMaria Elena Baez-Flores - Universidad Autónoma de SinaloaDondra Bailey - Coppin State UniversityFrederick Baliraine - LeTourneau UniversityElizabeth Behr - Madison Area Technical CollegeAndrea R. Beyer - Virginia State UniversitySuparna Bhalla - Mount Saint Mary CollegeLisa M. Bono - Texas Tech UniversityDonald P. Breakwell - Brigham Young UniversityChristine Byrum - College of CharlestonIain Duffy - Saint Leo UniversityAlyssa Gleichsner - SUNY PlattsburghMelinda Harrison - Cabrini UniversityRenee Ho - University of PittsburghLee E. Hughes - University of North TexasJacob D. Kagey - University of Detroit MercyKathryn Kohl - Winthrop UniversitySean Mcclory - La Salle UniversityAlison Moyer - Drexel UniversityMaria A. Mussi - National University of RosarioHolly Nance - College of Coastal GeorgiaImade Y. Nsa - University of LagosShallee T. Page - Franklin Pierce UniversityJesus Ricardo Parra Unda - Universidad Autónoma de SinaloaJessica Rocheleau - Amherst CollegeSarah Swerdlow - University of PittsburghKara Thoemke - College of St. ScholasticaMegan S. Valentine - SUNY PlattsburghQuinn C. Vega - Montclair State UniversityCatherine Ward - Durham Technical Community CollegeDaniel C. Williams - Coastal Carolina UniversityEllen Wisner - University of North Carolina at CharlotteWilliam H. Biederman - Howard Hughes Medical InstituteSteven G. Cresawn - James Madison UniversityMark J. Graham - Yale UniversityGraham Hatfull - University of PittsburghDanielle Heller - Howard Hughes Medical InstituteDeborah Jacobs-Sera - University of PittsburghDenise Monti - University of North FloridaPushpa Ramakrishna - Howard Hughes Medical InstituteDaniel Russell - University of PittsburghViknesh Sivanathan - Howard Hughes Medical Institute
- Publication Details
- Frontiers in education (Lausanne), v 9, 1442306
- Publisher
- Frontiers Media Sa
- Number of pages
- 15
- Grant note
- 12052 / Howard Hughes Medical Institute
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Biology
- Web of Science ID
- WOS:001349231700001
- Scopus ID
- 2-s2.0-85208648054
- Other Identifier
- 991022202123404721