Instructional Models for Course-Based Research Experience (CRE) Teaching
Authors
David Hanauer, Indiana University of Pennsylvania
Ruth Plymale, Ouachita Baptist UniversityFollow
Mark J. Graham, Yale University
Rachel J. Arnold, Northwest Indian College
Mary A. Ayuk, Howard University
Mitchell F. Balish, Miami University - Oxford
Andrea R. Beyer, Virginia State University
Kristen A. Butela, University of Pittsburgh
Christine A. Byrum, College of Charleston
Catherine P. Chia, University of Nebraska - Lincoln
Hui-Min Chung, University of West Florida
Kari L. Chase, Purdue University
Stephanie Conant, University of Detroit Mercy
Roy J. Coomans, North Carolina A & T State University
Tom D'Elia, Indian River State College
Jason Diaz, La Salle University
Arturo Diaz, La Sierra University
Jean A. Doty, University of Maine at Farmington
Nicholas P. Edgington, Southern Connecticut State University
Dustin C. Edwards, Tarleton State University
Elvira Eivazova, Columbia State Community College
Christine B. Emmons, Truckee Meadows Community College
Kayla M. Fast, University of West Alabama
Emily J. Fisher, Johns Hopkins University
Christine L. Fleischaker, University of Mary, Bismarck ND
Gregory D. Frederick, LeTourneau University
Amanda C. Freise, University of California, Los Angeles
Maria D. Gainey, Western Carolina University
Chris R. Gissendanner, University of Louisiana at Monroe
Urszula P. Golebiewska, Queensborough Community College
Nancy A. Guild, University of Colorado Boulder
Heather L. Hendrickson, Massey University
Christopher D. Herren, Kansas State University
Margaret S. Hopson-Fernandes, Hillsborough Community College
Lee E. Hughes, University of North Texas
Deborah Jacobs-Sera, Virginia Commonwealth University
Allison A. Johnson, Collin College
Bridgette L. Kirkpatrick, University of Wisconsin-River Falls
Ann P. Koga, College of Idaho
Hari Kotturi, University of Central Oklahoma
Janine Le-Blanc-Straceski, Merrimack College
Julia Y. Lee-Soety, Saint Joseph's College
Justin E. Leonard, Mitchell Community College
Matthew D. Mastropaolo, Neumann University
Evan C. Merkhofer, Mount Saint Mary College
Scott F. Michael, Florida Gulf Coast University
Jon C. Mitchell, Northern State University
Swarna Mohan, University of Maryland at College Park
Denise L. Monti, University of Alabama, Birmingham
Christos Noutsos, SUNY Old Westbury
Imade Y. Nsa, University of Lagos, Nigeria
Nick T. Peters, Iowa State University
Richard S. Pollenz, University of South Florida
Megan L. Porter, University of Hawaii, Manoa
Claire A. Rinehart, Western Kentucky University
German Rosas-Acosta, University of Texas at El Paso
Joseph F. Ross, Xavier University of Louisiana
Michael R. Rubin, University of Puerto Rico - Cayey University College
Anne E. Scherer, George Mason University
Stephanie C. Schroeder, Webster University
Christopher D. Shaffer, Washington University in St. Louis
Amy B. Sprenkle, Salem State University
C. Nicole Sunnen, University of the Sciences in Philadelphia
Sarah J. Swerdlow, Thiel College
Deborah Tobiason, Carthage College
Sara S. Tolsma, Northwestern College - Orange City
Philippos K. Tsourkas, University of Nevada, Las Vegas
Robert E. Ward, Case Western Reserve University
Vassie C. Ware, Lehigh University
Jacqueline M. Washington, Nyack College
Kristi M. Westover, Winthrop University
Simon J. White, University of Connecticut - Storrs
JoAnn L. Whitefleet-Smith, Worcester Polytechnic Institute
Daniel C. Williams, Coastal Carolina University
Michael J. Wolyniak, Hampden-Sydney College
Jill H. Zeilstra-Ryalls, Bowling Green State University
David J. Asai, Howard Hughes Medical Institute
Graham F. Hatfull
Viknesh Sivanathan
Publication Date
3-21-2022
Abstract
The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching.
Publication Title
CBE--Life Science Education
Publisher Statement
© 2022 D. I. Hanauer et al. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial-Share Alike 4.0 International Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/4.0).
DOI
10.1187/cbe.21-03-0057
Recommended Citation
Hanauer, David, Plymale, Ruth, et al. "Instructional Models for Course-Based Research Experience (CRE) Teaching," CBE--Life Science Education, The American Society for Cell Biology, 21:1. (2022) Mar 21. doi: 10.1187/cbe.21-03-0057
