David I. Hanauer, Indiana University of Pennsylvania
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. Bryum, College of Charleston
Catherine P. Chia, University of Nebraska - Lincoln
Hu-Min Chang, University of West Florida
Kair L. Clase, 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 UniversityFollow
Arturo Diaz, La Sierra University
Jean A. Doty, University of Maine at Farmington
Nicholas P. Edginton, 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, John's Hopkins University
Christine L. Fleischacker, University of Mary
George 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, University of Pittsburgh
Allison A. Johnson, Virginia Commonwealth University
Bridgette L. Kirkpatrick, Collin College
Karen K. Klyczek, University of Wisconsin-River Falls
Ann P. Koga, College of Idaho
Hari Kotturi, University of Central Oklahoma
Janine LeBlanc-Straceski, Merrimack College
Julia Y. Lee-Soety, Saint Joseph's University
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 Maritime College
Imade Y. Nsa, University of Largos
Nick T. Peters, Iowa State University
Ruth Plymale, Ouachita Baptist University
Richard S. Pollenz, University of South Florida
Megan L. Porter, University of Hawaii at Manoa
Claier 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 State University
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
Marcie H. Warner, University of Pittsburgh
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, Costal 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, University of Pittsburgh
Viknesh Sivanathan, Howard Hughes Medical Institute

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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.




This article is the authors' final published version in Life Sciences Education, Volume 21, Issue 1, March 1, 2022, Pages 1-14.

The published version is available at Copyright © Hanauer et al.

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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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