An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform

Denise Monti; Julia Gill; Tamarah Adair; Sandra  Adams; Yesmi Patricia Ahumada-Santos; Isabel  Amaya; Kirk Anders; Justin R.  Anderson; Mauricio S.  Antunes; Mary  Ayuk; Frederick  Baliraine; Tonya C.  Bates; Andrea R.  Beyer; Suparna  Bhalla; Tejas  Bouklas; Sharon K.  Bullock; Kristen A.  Butela; Christine Byrum; Steven M.  Caruso; Rebecca Chong; Hui-Min  Chung; Stephanie B.  Conant; Brett  Condon; Katie E.  Crump; Tom  D'Elia; Megan K.  Dennis; Linda C.  DeVeaux; Lautaro  Diacovich; Arturo  Diaz; Iain  Duffy; Dustin  Edwards; Patricia C.  Fallest-Strobl; Ann  Findley; Matthew R.  Fisher; Marie P.  Fogarty; Victoria Jane  Frost; Maria D.  Gainey; Courtney S.  Galle; Bryan  Gibb; Urszula  Golebiewska; Hugo  Gramajo; Anna S.  Grinath; Jennifer  Guerrero; Nancy  Guild; Kathryn E.  Gunn; Susan Margaret Robertson Gurney; Lee E.  Hughes; Pradeepa  Jayachandran; Kristen  Johnson; Allison  Johnson; Alison E.  Kanak; Michelle L.  Kanther; Rodney A. King; Kathryn  Kohl; Julia  Lee-Soety; Lynn O.  Lewis; Heather  Lindberg; Jaclyn A.  Madden; Breonna J.  Martin; Matthew D.  Mastropaolo; Sean  McClory; Evan C.  Merkhofer; Julie A.  Merkle; Jon  Mitchell; María Alejandra  Mussi; Fernando  Nieto; Jillian  Nissen; Imade Yolanda Nsa; Mary G.  O'Donnell; R. Deborah  Overath; Shallee T. Page; Andrea  Panagakis; Jesús Ricardo Parra  Unda; Michelle B.  Pass; Tiara Perez  Morales; Nick T.  Peters; Ruth  Plymale; Richard Pollenz; Nathan S.  Reyna; Claire A.  Rinehart; Jessica  Rocheleau; John S.  Rombold; Ombeline  Rossier; Adam D.  Rudner; Elizabeth E. Rueschhoff; Christopher D.  Shaffer; Mary Ann V.  Smith; Amy B.  Sprenkle; C. Nicole Sunnen Sunnen; Michael A.  Thomas; Michelle M.  Tigges; Deborah  Tobiason; Sara Sybesma  Tolsma; Julie Torruellas  Garcia; Peter  Uetz; Edwin  Vazquez; Catherine M.  Ward; Vassie C.  Ware; Jacqueline M.  Washington; Matthew J.  Waterman; Daniel E.  Westholm; Keith A.  Wheaton; Simon J.  White; Elizabeth C.  Williams; Daniel C.  Williams; Ellen M.  Wisner; William H.  Biederman; Steven G.  Cresawn; Danielle M.  Heller; Deborah  Jacobs-Sera; Daniel A.  Russell; Graham F.  Hatfull; David J.  Asai; David I.  Hanauer; Mark J.  Graham; Viknesh  Sivanathan

An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform

Denise Monti^*, Julia Gill, Tamarah Adair, Sandra Adams, Yesmi Patricia Ahumada-Santos, Isabel Amaya, Kirk Anders, Justin R. Anderson, Mauricio S. Antunes, Mary Ayuk, Frederick Baliraine, Tonya C. Bates, Andrea R. Beyer, Suparna Bhalla, Tejas Bouklas, Sharon K. Bullock, Kristen A. Butela, Christine Byrum, Steven M. Caruso, Rebecca ChongHui-Min Chung, Stephanie B. Conant, Brett Condon, Katie E. Crump, Tom D'Elia, Megan K. Dennis, Linda C. DeVeaux, Lautaro Diacovich, Arturo Diaz, Iain Duffy, Dustin Edwards, Patricia C. Fallest-Strobl, Ann Findley, Matthew R. Fisher, Marie P. Fogarty, Victoria Jane Frost, Maria D. Gainey, Courtney S. Galle, Bryan Gibb, Urszula Golebiewska, Hugo Gramajo, Anna S. Grinath, Jennifer Guerrero, Nancy Guild, Kathryn E. Gunn, Susan Margaret Robertson Gurney, Lee E. Hughes, Pradeepa Jayachandran, Kristen Johnson, Allison Johnson, Alison E. Kanak, Michelle L. Kanther, Rodney A. King, Kathryn Kohl, Julia Lee-Soety, Lynn O. Lewis, Heather Lindberg, Jaclyn A. Madden, Breonna J. Martin, Matthew D. Mastropaolo, Sean McClory, Evan C. Merkhofer, Julie A. Merkle, Jon Mitchell, María Alejandra Mussi, Fernando Nieto, Jillian Nissen, Imade Yolanda Nsa, Mary G. O'Donnell, R. Deborah Overath, Shallee T. Page, Andrea Panagakis, Jesús Ricardo Parra Unda, Michelle B. Pass, Tiara Perez Morales, Nick T. Peters, Ruth Plymale, Richard Pollenz, Nathan S. Reyna, Claire A. Rinehart, Jessica Rocheleau, John S. Rombold, Ombeline Rossier, Adam D. Rudner, Elizabeth E. Rueschhoff, Christopher D. Shaffer, Mary Ann V. Smith, Amy B. Sprenkle, C. Nicole Sunnen Sunnen, Michael A. Thomas, Michelle M. Tigges, Deborah Tobiason, Sara Sybesma Tolsma, Julie Torruellas Garcia, Peter Uetz, Edwin Vazquez, Catherine M. Ward, Vassie C. Ware, Jacqueline M. Washington, Matthew J. Waterman, Daniel E. Westholm, Keith A. Wheaton, Simon J. White, Elizabeth C. Williams, Daniel C. Williams, Ellen M. Wisner, William H. Biederman, Steven G. Cresawn, Danielle M. Heller, Deborah Jacobs-Sera, Daniel A. Russell, Graham F. Hatfull, David J. Asai, David I. Hanauer, Mark J. Graham, Viknesh Sivanathan

^*Corresponding author for this work

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Abstract

Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modeling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.

Original language	English
Journal	Frontiers in Education
Volume	9
Publication status	Published - 21 Aug 2024

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Monti, D., Gill, J., Adair, T., Adams, S., Ahumada-Santos, Y. P., Amaya, I., Anders, K., Anderson, J. R., Antunes, M. S., Ayuk, M., Baliraine, F., Bates, T. C., Beyer, A. R., Bhalla, S., Bouklas, T., Bullock, S. K., Butela, K. A., Byrum, C., Caruso, S. M., ... Sivanathan, V. (2024). An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform. Frontiers in Education, 9.

@article{6fbc6ff2b12e4ad3889f7b73da94c730,

title = "An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform",

abstract = "Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modeling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.",

author = "Denise Monti and Julia Gill and Tamarah Adair and Sandra Adams and Ahumada-Santos, {Yesmi Patricia} and Isabel Amaya and Kirk Anders and Anderson, {Justin R.} and Antunes, {Mauricio S.} and Mary Ayuk and Frederick Baliraine and Bates, {Tonya C.} and Beyer, {Andrea R.} and Suparna Bhalla and Tejas Bouklas and Bullock, {Sharon K.} and Butela, {Kristen A.} and Christine Byrum and Caruso, {Steven M.} and Rebecca Chong and Hui-Min Chung and Conant, {Stephanie B.} and Brett Condon and Crump, {Katie E.} and Tom D'Elia and Dennis, {Megan K.} and DeVeaux, {Linda C.} and Lautaro Diacovich and Arturo Diaz and Iain Duffy and Dustin Edwards and Fallest-Strobl, {Patricia C.} and Ann Findley and Fisher, {Matthew R.} and Fogarty, {Marie P.} and Frost, {Victoria Jane} and Gainey, {Maria D.} and Galle, {Courtney S.} and Bryan Gibb and Urszula Golebiewska and Hugo Gramajo and Grinath, {Anna S.} and Jennifer Guerrero and Nancy Guild and Gunn, {Kathryn E.} and Gurney, {Susan Margaret Robertson} and Hughes, {Lee E.} and Pradeepa Jayachandran and Kristen Johnson and Allison Johnson and Kanak, {Alison E.} and Kanther, {Michelle L.} and King, {Rodney A.} and Kathryn Kohl and Julia Lee-Soety and Lewis, {Lynn O.} and Heather Lindberg and Madden, {Jaclyn A.} and Martin, {Breonna J.} and Mastropaolo, {Matthew D.} and Sean McClory and Merkhofer, {Evan C.} and Merkle, {Julie A.} and Jon Mitchell and Mussi, {Mar{\'i}a Alejandra} and Fernando Nieto and Jillian Nissen and Nsa, {Imade Yolanda} and O'Donnell, {Mary G.} and Overath, {R. Deborah} and Page, {Shallee T.} and Andrea Panagakis and Unda, {Jes{\'u}s Ricardo Parra} and Pass, {Michelle B.} and Morales, {Tiara Perez} and Peters, {Nick T.} and Ruth Plymale and Richard Pollenz and Reyna, {Nathan S.} and Rinehart, {Claire A.} and Jessica Rocheleau and Rombold, {John S.} and Ombeline Rossier and Rudner, {Adam D.} and Rueschhoff, {Elizabeth E.} and Shaffer, {Christopher D.} and Smith, {Mary Ann V.} and Sprenkle, {Amy B.} and Sunnen, {C. Nicole Sunnen} and Thomas, {Michael A.} and Tigges, {Michelle M.} and Deborah Tobiason and Tolsma, {Sara Sybesma} and Garcia, {Julie Torruellas} and Peter Uetz and Edwin Vazquez and Ward, {Catherine M.} and Ware, {Vassie C.} and Washington, {Jacqueline M.} and Waterman, {Matthew J.} and Westholm, {Daniel E.} and Wheaton, {Keith A.} and White, {Simon J.} and Williams, {Elizabeth C.} and Williams, {Daniel C.} and Wisner, {Ellen M.} and Biederman, {William H.} and Cresawn, {Steven G.} and Heller, {Danielle M.} and Deborah Jacobs-Sera and Russell, {Daniel A.} and Hatfull, {Graham F.} and Asai, {David J.} and Hanauer, {David I.} and Graham, {Mark J.} and Viknesh Sivanathan",

year = "2024",

month = aug,

day = "21",

language = "English",

volume = "9",

journal = "Frontiers in Education",

issn = "2504-284X",

publisher = "Frontiers Media S. A.",

}

Monti, D, Gill, J, Adair, T, Adams, S, Ahumada-Santos, YP, Amaya, I, Anders, K, Anderson, JR, Antunes, MS, Ayuk, M, Baliraine, F, Bates, TC, Beyer, AR, Bhalla, S, Bouklas, T, Bullock, SK, Butela, KA, Byrum, C, Caruso, SM, Chong, R, Chung, H-M, Conant, SB, Condon, B, Crump, KE, D'Elia, T, Dennis, MK, DeVeaux, LC, Diacovich, L, Diaz, A, Duffy, I, Edwards, D, Fallest-Strobl, PC, Findley, A, Fisher, MR, Fogarty, MP, Frost, VJ, Gainey, MD, Galle, CS, Gibb, B, Golebiewska, U, Gramajo, H, Grinath, AS, Guerrero, J, Guild, N, Gunn, KE, Gurney, SMR, Hughes, LE, Jayachandran, P, Johnson, K, Johnson, A, Kanak, AE, Kanther, ML, King, RA, Kohl, K, Lee-Soety, J, Lewis, LO, Lindberg, H, Madden, JA, Martin, BJ, Mastropaolo, MD, McClory, S, Merkhofer, EC, Merkle, JA, Mitchell, J, Mussi, MA, Nieto, F, Nissen, J, Nsa, IY, O'Donnell, MG, Overath, RD, Page, ST, Panagakis, A, Unda, JRP, Pass, MB, Morales, TP, Peters, NT, Plymale, R, Pollenz, R, Reyna, NS, Rinehart, CA, Rocheleau, J, Rombold, JS, Rossier, O, Rudner, AD, Rueschhoff, EE, Shaffer, CD, Smith, MAV, Sprenkle, AB, Sunnen, CNS, Thomas, MA, Tigges, MM, Tobiason, D, Tolsma, SS, Garcia, JT, Uetz, P, Vazquez, E, Ward, CM, Ware, VC, Washington, JM, Waterman, MJ, Westholm, DE, Wheaton, KA, White, SJ, Williams, EC, Williams, DC, Wisner, EM, Biederman, WH, Cresawn, SG, Heller, DM, Jacobs-Sera, D, Russell, DA, Hatfull, GF, Asai, DJ, Hanauer, DI, Graham, MJ & Sivanathan, V 2024, 'An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform', Frontiers in Education, vol. 9.

TY - JOUR

T1 - An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform

AU - Monti, Denise

AU - Gill, Julia

AU - Adair, Tamarah

AU - Adams, Sandra

AU - Ahumada-Santos, Yesmi Patricia

AU - Amaya, Isabel

AU - Anders, Kirk

AU - Anderson, Justin R.

AU - Antunes, Mauricio S.

AU - Ayuk, Mary

AU - Baliraine, Frederick

AU - Bates, Tonya C.

AU - Beyer, Andrea R.

AU - Bhalla, Suparna

AU - Bouklas, Tejas

AU - Bullock, Sharon K.

AU - Butela, Kristen A.

AU - Byrum, Christine

AU - Caruso, Steven M.

AU - Chong, Rebecca

AU - Chung, Hui-Min

AU - Conant, Stephanie B.

AU - Condon, Brett

AU - Crump, Katie E.

AU - D'Elia, Tom

AU - Dennis, Megan K.

AU - DeVeaux, Linda C.

AU - Diacovich, Lautaro

AU - Diaz, Arturo

AU - Duffy, Iain

AU - Edwards, Dustin

AU - Fallest-Strobl, Patricia C.

AU - Findley, Ann

AU - Fisher, Matthew R.

AU - Fogarty, Marie P.

AU - Frost, Victoria Jane

AU - Gainey, Maria D.

AU - Galle, Courtney S.

AU - Gibb, Bryan

AU - Golebiewska, Urszula

AU - Gramajo, Hugo

AU - Grinath, Anna S.

AU - Guerrero, Jennifer

AU - Guild, Nancy

AU - Gunn, Kathryn E.

AU - Gurney, Susan Margaret Robertson

AU - Hughes, Lee E.

AU - Jayachandran, Pradeepa

AU - Johnson, Kristen

AU - Johnson, Allison

AU - Kanak, Alison E.

AU - Kanther, Michelle L.

AU - King, Rodney A.

AU - Kohl, Kathryn

AU - Lee-Soety, Julia

AU - Lewis, Lynn O.

AU - Lindberg, Heather

AU - Madden, Jaclyn A.

AU - Martin, Breonna J.

AU - Mastropaolo, Matthew D.

AU - McClory, Sean

AU - Merkhofer, Evan C.

AU - Merkle, Julie A.

AU - Mitchell, Jon

AU - Mussi, María Alejandra

AU - Nieto, Fernando

AU - Nissen, Jillian

AU - Nsa, Imade Yolanda

AU - O'Donnell, Mary G.

AU - Overath, R. Deborah

AU - Page, Shallee T.

AU - Panagakis, Andrea

AU - Unda, Jesús Ricardo Parra

AU - Pass, Michelle B.

AU - Morales, Tiara Perez

AU - Peters, Nick T.

AU - Plymale, Ruth

AU - Pollenz, Richard

AU - Reyna, Nathan S.

AU - Rinehart, Claire A.

AU - Rocheleau, Jessica

AU - Rombold, John S.

AU - Rossier, Ombeline

AU - Rudner, Adam D.

AU - Rueschhoff, Elizabeth E.

AU - Shaffer, Christopher D.

AU - Smith, Mary Ann V.

AU - Sprenkle, Amy B.

AU - Sunnen, C. Nicole Sunnen

AU - Thomas, Michael A.

AU - Tigges, Michelle M.

AU - Tobiason, Deborah

AU - Tolsma, Sara Sybesma

AU - Garcia, Julie Torruellas

AU - Uetz, Peter

AU - Vazquez, Edwin

AU - Ward, Catherine M.

AU - Ware, Vassie C.

AU - Washington, Jacqueline M.

AU - Waterman, Matthew J.

AU - Westholm, Daniel E.

AU - Wheaton, Keith A.

AU - White, Simon J.

AU - Williams, Elizabeth C.

AU - Williams, Daniel C.

AU - Wisner, Ellen M.

AU - Biederman, William H.

AU - Cresawn, Steven G.

AU - Heller, Danielle M.

AU - Jacobs-Sera, Deborah

AU - Russell, Daniel A.

AU - Hatfull, Graham F.

AU - Asai, David J.

AU - Hanauer, David I.

AU - Graham, Mark J.

AU - Sivanathan, Viknesh

PY - 2024/8/21

Y1 - 2024/8/21

N2 - Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modeling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.

AB - Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modeling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.

M3 - Article

SN - 2504-284X

VL - 9

JO - Frontiers in Education

JF - Frontiers in Education

ER -

An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform

Abstract

UN SDGs

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