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Instructional Models for Course-Based Research Experience (CRE) Teaching

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Title: Instructional Models for Course-Based Research Experience (CRE) Teaching
Language: English
Authors: Hanauer, David I., Graham, Mark J., Arnold, Rachel J., Ayuk, Mary A., Balish, Mitchell F., Beyer, Andrea R., Butela, Kristen A., Byrum, Christine A., Chia, Catherine P., Chung, Hui-Min, Clase, Kari L., Conant, Stephanie, Coomans, Roy J., D'Elia, Tom, Diaz, Jason, Diaz, Arturo, Doty, Jean A., Edgington, Nicholas P., Edwards, Dustin C., Eivazova, Elvira, Emmons, Christine B., Fast, Kayla M., Fisher, Emily J., Fleischacker, Christine L., Frederick, Gregory D., Freise, Amanda C., Gainey, Maria D., Gissendanner, Chris R., Golebiewska, Urszula P., Guild, Nancy A., Hendrickson, Heather L., Herren, Christopher D., Hopson-Fernandes, Margaret S., Hughes, Lee E., Jacobs-Sera, Deborah, Johnson, Allison A., Kirkpatrick, Bridgette L., Klyczek, Karen K., Koga, Ann P., Kotturi, Hari, LeBlanc-Straceski, Janine, Lee-Soety, Julia Y., Leonard, Justin E., Mastropaolo, Matthew D., Merkhofer, Evan C., Michael, Scott F., Mitchell, Jon C., Mohan, Swarna, Monti, Denise L., Noutsos, Christos, Nsa, Imade Y., Peters, Nick T., Plymale, Ruth, Pollenz, Richard S., Porter, Megan L., Rinehart, Claire A., Rosas-Acosta, German, Ross, Joseph F., Rubin, Michael R., Scherer, Anne E., Schroeder, Stephanie C., Shaffer, Christopher D., Sprenkle, Amy B., Sunnen, C. Nicole, Swerdlow, Sarah J., Tobiason, Deborah, Tolsma, Sara S., Tsourkas, Philippos K., Ward, Robert E., Ware, Vassie C., Warner, Marcie H., Washington, Jacqueline M., Westover, Kristi M., White, Simon J., Whitefleet-Smith, JoAnn L., Williams, Daniel C., Wolyniak, Michael J., Zeilstra-Ryalls, Jill H., Asai, David J., Hatfull, Graham F., Sivanathan, Viknesh
Source: CBE - Life Sciences Education. Mar 2022 21(1).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Models, Student Research, Student Experience, Undergraduate Students, Teaching Methods, Teacher Attitudes
DOI: 10.1187/cbe.21-03-0057
ISSN: 1931-7913
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1336389
Database: ERIC
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  Data: 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.
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            – D: 01
              M: 03
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-electronic
              Value: 1931-7913
          Numbering:
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              Value: 21
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: CBE - Life Sciences Education
              Type: main
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