Evidence map›Paper›PMID 34978921›Full record

ArticleCBE life sciences education2022

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

David I Hanauer, Mark J Graham, Rachel J Arnold, Mary A Ayuk, Mitchell F Balish, Andrea R Beyer, Kristen A Butela, Christine A Byrum, Catherine P Chia, Hui-Min Chung and 71 more

Abstract read
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In one paragraph

Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.

0numbers the graph read from it
0cells of the map it votes in
12citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

12 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Article
  5. Article
  6. Article
  7. Article
  8. Fly-CURE, a multi-institutional CURE usingJournal of microbiology & biology education · 2023
    Article
  9. Fly-CURE, a Multi-institutional CURE usingbioRxiv : the preprint server for biology · 2023
    Article
  10. Article
  11. Review
  12. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

81 authors.

David I HanauerDepartment of English, Indiana University of Pennsylvania, Indiana, PA 15705.
Mark J GrahamDepartment of Ecology and Evolutionary Biology, Yale University, New Haven, CT 06511.
Rachel J ArnoldSalish Sea Research Center, Northwest Indian College, Bellingham, WA 98229.
Mary A AyukBiology, Howard University, Washington, DC 20059.
Mitchell F BalishDepartment of Microbiology, Miami University, Oxford, OH 45056.
Andrea R BeyerDepartment of Biology, Virginia State University, Petersburg, VA 23806.
Kristen A ButelaDepartment of Biological Sciences, University of Pittsburgh, Pittsburgh, PA 15260.
Christine A ByrumDepartment of Biology, College of Charleston, Charleston, SC 29424.
Catherine P ChiaSchool of Biological Sciences, University of Nebraska-Lincoln, Lincoln, NE 68588.
Hui-Min ChungBiology, University of West Florida, Pensacola, FL 32514.
Kari L ClaseAgricultural and Biological Engineering, Purdue University, West Lafayette, IN 47907.
Stephanie ConantDepartment of Biology, University of Detroit Mercy, Detroit, MI 48221.
Roy J CoomansDepartment of Biology, North Carolina A&T State University, Greensboro, NC 27411.
Tom D'EliaDepartment of Biology, Indian River State College, Fort Pierce, FL 34981.
Jason DiazIntegrated Science, Business, and Technology, La Salle University, Philadelphia, PA 19141.
Arturo DiazDepartment of Biology, La Sierra University, Riverside, CA 92505.
Jean A DotyDivision of Natural Sciences, University of Maine at Farmington, Farmington, ME 04938.
Nicholas P EdgingtonDepartment of Biology, Southern Connecticut State University, New Haven, CT 06515.
Dustin C EdwardsBiological Sciences, Tarleton State University, Stephenville, TX 76402.
Elvira EivazovaBiology Department, Columbia State Community College, Columbia, Tennessee 38401.
Christine B EmmonsBiology, Truckee Meadows Community College, Reno, NV 89512.
Kayla M FastBiological and Environmental Sciences, University of West Alabama, Livingston, AL 35470.
Emily J FisherDepartment of Biology, Johns Hopkins University, Baltimore, MD 21218.
Christine L FleischackerBiology, University of Mary, Bismarck, ND 58501.
Gregory D FrederickDepartment of Biology and Kinesiology, LeTourneau University, Longview, TX 75602.
Amanda C FreiseMicrobiology, Immunology, and Molecular Genetics, UCLA, Los Angeles, CA 90025.
Maria D GaineyChemistry and Physics, Western Carolina University, Cullowhee, NC 28723.
Chris R GissendannerSchool of Sciences, University of Louisiana Monroe, Monroe, LA 71209.
Urszula P GolebiewskaBiological Sciences and Geology, Queensborough Community College, Bayside, NY 11364.
Nancy A GuildMolecular Cellular and Developmental Biology (MCDB), University of Colorado, Boulder, CO 80309.
Heather L HendricksonSchool of Natural and Computational Science, Massey University, Auckland 0632, New Zealand.
Christopher D HerrenDivision of Biology, Kansas State University, Manhattan, KS 66506.
Margaret S Hopson-FernandesBiology, Hillsborough Community College, Tampa, FL 33635.
Lee E HughesBiological Sciences, University of North Texas, Denton, TX 76203.
Deborah Jacobs-SeraDepartment of Biological Sciences, University of Pittsburgh, Pittsburgh, PA 15260.
Allison A JohnsonCenter for the Study of Biological Complexity, Virginia Commonwealth University, Richmond, VA 23284.
Bridgette L KirkpatrickMath and Natural Sciences, Collin College, Plano, TX 75074.
Karen K KlyczekBiology Department, University of Wisconsin-River Falls, River Falls, WI 54022.
Ann P KogaDepartment of Biology, College of Idaho, Caldwell, ID 83605.
Hari KotturiDepartment of Biology, University of Central Oklahoma, Edmond, OK 73034.
Janine LeBlanc-StraceskiDepartment of Biology, Merrimack College, North Andover, MA 01845.
Julia Y Lee-SoetyDepartment of Biology, Saint Joseph's University, Philadelphia, PA 19131.
Justin E LeonardNatural Sciences, Mitchell Community College, Statesville, NC 28677.
Matthew D MastropaoloMathematics and Sciences, School of Arts and Sciences, Neumann University, Aston, PA 19014.
Evan C MerkhoferNatural Sciences, Mount Saint Mary College, Newburgh, NY 12508.
Scott F MichaelBiological Sciences, Florida Gulf Coast University, Fort Myers, FL 33965.
Jon C MitchellDepartment of Science and Mathematics, Northern State University, Aberdeen, SD 57401.
Swarna MohanCollege of Computer, Mathematical, and Natural Sciences, University of Maryland College Park, College Park, MD 20742.
Denise L MontiDepartment of Biology, University of Alabama at Birmingham, Birmingham, AL 35223.
Christos NoutsosBiological Sciences, SUNY Old Westbury, Old Westbury, NY 11568.
Imade Y NsaMicrobiology, University of Lagos, Lagos 101017, Nigeria.
Nick T PetersPlant Pathology and Microbiology, Iowa State University, Ames, IA 50011.
Ruth PlymaleDepartment of Biology, Ouachita Baptist University, Arkadelphia, AR 71998.
Richard S PollenzCell Biology, Microbiology and Molecular Biology, University of South Florida, Tampa, FL 33620.
Megan L PorterSchool of Life Sciences, University of Hawai'i at Mānoa, Honolulu, HI 96822.
Claire A RinehartDepartment of Biology, Western Kentucky University, Bowling Green, KY 42101.
German Rosas-AcostaDepartment of Biological Sciences, University of Texas at El Paso (UTEP), El Paso, TX 79968.
Joseph F RossDepartment of Biology, Xavier University of Louisiana, New Orleans, LA 70125.
Michael R RubinDepartment of Biology, University of Puerto Rico at Cayey, Cayey, PR 00736.
Anne E SchererBiology, George Mason University, Fairfax, VA 22030.
Stephanie C SchroederBiological Sciences, Webster University, St. Louis, MO 63119.
Christopher D ShafferDepartment of Biology, Washington University in St. Louis, St. Louis, MO 63130.
Amy B SprenkleBiology, Salem State University, Salem, MA 01970.
C Nicole SunnenBiological Sciences, University of the Sciences, Philadelphia, PA 19104.
Sarah J SwerdlowBiology, Thiel College, Greenville, PA 16125.
Deborah TobiasonBiology, Carthage College, Kenosha, WI 53140.
Sara S TolsmaDepartment of Biology, Northwestern College, Orange City, IA 51041.
Philippos K TsourkasSchool of Life Sciences, University of Nevada, Las Vegas, Las Vegas, NV 89154.
Robert E WardBiology, Case Western Reserve University, Cleveland, OH 44106.
Vassie C WareBiological Sciences, Lehigh University, Bethlehem, PA 18015.
Marcie H WarnerDepartment of Biological Sciences, University of Pittsburgh, Pittsburgh, PA 15260.
Jacqueline M WashingtonDept of Natural Sciences, Nyack College, New York, NY 10004.
Kristi M WestoverBiology, Winthrop University, Rock Hill, SC 29732.
Simon J WhiteMolecular and Cell Biology, University of Connecticut, Storrs, CT 06269.
JoAnn L Whitefleet-SmithBiology & Biotechnology, Worcester Polytechnic Institute, Worcester, MA 01609.
Daniel C WilliamsDepartment of Biology, Coastal Carolina University, Conway, SC 29528.
Michael J WolyniakBiology, Hampden-Sydney College, Hampden-Sydney, VA 23943.
Jill H Zeilstra-RyallsBiological Sciences, Bowling Green State University, Bowling Green, OH 43402.
David J AsaiScience Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815.
Graham F HatfullDepartment of Biological Sciences, University of Pittsburgh, Pittsburgh, PA 15260.
Viknesh SivanathanScience Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

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.

Indexed as

Models, EducationalStudentsEngineeringFacultyHumansMathematicsTeaching

Identifiers

PMID34978921
PMCPMC9250372

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.