Hanauer D, Alvey R, An P, Bancroft C, Butela K, Clase K, Coleman S, Collins DP, Conant S, Connerly P, Connors B, Dennis M, Doyle E, Edwards D, Fillman C, Findley A, Frost V, Gainey M, Golebiewska U, Guild N, Gusky S, Johnson A, Johnson K, Klyczek K, Lee-Soety J, Lindberg H, Mastropaolo M, Merkle J, Mitchell J, Molloy S, Nieto-Fernandez F, Nissen J, Perez Morales T, Peters N, Pfeifer S, Pollenz R, Preuss M, Rosas-Acosta G, Saha M, Sprenkle A, Sunnen CN, Tobiason D, Tolsma S, Ware V, Ahumada-Santos YP, Alvarez R, Anderson J, Ayuk M, Báez-Flores ME, Bailey D, Baliraine F, Behr E, Beyer A, Bhalla S, Bono L, Breakwell D, Byrum C, Duffy I, Gleich A, Harrison M, Ho R, Hughes L, Kagey J, Kohl K, McClory S, Moyer A, Alejandra Mussi M, Nance H, Nsa I, Page S, Parra-Unda JR, Rocheleau J, Swerdlow S, Thoemke K, Valentine M, Vega Q, Ward C, Williams D, Wisner E, Biederman W, Cresawn S, Graham M, Hatfull G, Heller D, Jacobs-Sera D, Monti D, Ramakrishna P, Russell D, and Sivanathan V
The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs. 97 CRE instructors from the Science Education Alliance (SEA) iREC participated in a 2-year, multi-stage, qualitative research project that involved weekly reflective journaling, autoethnographic description, small group evaluation and writing, and large-scale community checking. The resulting description of professional identity consisted of shared values (inclusivity, student success, community membership, ownership/agency, science, overcoming failure, and persistence), specified roles (mentor, advocate, scientist, educator, motivator, collaborator, community builder, learner, evaluator and project manager) and a stated sense of self (dedicated, resilient, pride in students, multiskilled, valued, community member, responsible and overworked). Analysis of individual reflective diary entries revealed how a professional identity underpinned and facilitated the ways in which faculty addressed challenges that arose and worked towards the success of every student. It is the self-concept of the professional identity of the instructor in the context of the CRE classroom that directed the extended commitment and effort that these instructors evidently put into their work with students, which facilitated student engagement, student persistence, and their collective scientific output. The study concludes that a professional identity of STEM faculty in the context of a CRE and iREC combines being a researcher and educator, and that this integrated identity is central for current initiatives aimed at transforming undergraduate STEM education.