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1. The professional identity of STEM faculty as instructors of course-based research experiences

Author

David Hanauer, Richard Alvey, Ping An, Christa Bancroft, Kristen Butela, Sean Coleman, Kari L. Clase, Parks Collins, Stephanie Conant, Pamela Connerly, Bernadette Connors, Megan K. Dennis, Erin L. Doyle, Dustin Edwards, Christy Fillman, Ann Findley, Victoria J. Frost, Maria Gainey, Urszula Golebiewska, Nancy Guild, Sharon B. Gusky, Allison Johnson, Kristen Johnson, Karen K. Klyczek, Julia Lee-Soety, Heather Lindberg, Matthew D. Mastropaolo, Julie A. Merkle, Jon Mitchell, Sally Molloy, Fernando Nieto, Jillian Nissen, Tiara Perez Morales, Nick T. Peters, Susanne P. Pfeifer, Richard Pollenz, Mary L. Preuss, Germán Rosas-Acosta, Margaret S. Saha, Amy Sprenkle, C. Nicole Sunnen, Deborah Tobiason, Sara S. Tolsma, Vassie Ware, Yesmi Patricia Ahumada-Santos, Regina V. Alvarez, Justin Anderson, Mary Ayuk, María Elena Báez-Flores, Dondra Bailey, Frederick Baliraine, Elizabeth Behr, Andrea R. Beyer, Suparna Bhalla, Lisa M. Bono, Donald P. Breakwell, Christine Byrum, Iain Duffy, Alyssa Gleichsner, Melinda Harrison, Renee Ho, Lee E. Hughes, Jacob D. Kagey, Kathryn Kohl, Sean McClory, Alison Moyer, Maria A. Mussi, Holly Nance, Imade Y. Nsa, Shallee T. Page, Jesús Ricardo Parra Unda, Jessica Rocheleau, Sarah Swerdlow, Kara Thoemke, Megan S. Valentine, Quinn C. Vega, Catherine Ward, Daniel C. Williams, Ellen Wisner, William H. Biederman, Steven G. Cresawn, Mark J. Graham, Graham Hatfull, Danielle Heller, Deborah Jacobs-Sera, Denise Monti, Pushpa Ramakrishna, Daniel Russell, and Viknesh Sivanathan

Subjects
inclusive research and education community, Science Education Alliance, course-based research experience, STEM faculty professional identity, undergraduate science education, Education (General), L7-991
Abstract

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 toward 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.

Published
2024
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2. An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform

Author

Denise L. Monti, Julia C. Gill, Tamarah L. Adair, Sandra D. 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 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, 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, and Viknesh Sivanathan

Subjects
Science Education Alliance, inclusive Research and Education Community, pathway modeling, course-based research experience, STEM faculty development, Education (General), L7-991
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.

Published
2024
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3. Models of classroom assessment for course-based research experiences

Author

David I. Hanauer, Tong Zhang, Mark J. Graham, Sandra D. Adams, Yesmi Patricia Ahumada-Santos, Richard M. Alvey, Mauricio S. Antunes, Mary A. Ayuk, María Elena Báez-Flores, Christa T. Bancroft, Tonya C. Bates, Meghan J. Bechman, Elizabeth Behr, Andrea R. Beyer, Rebecca L. Bortz, Dane M. Bowder, Laura A. Briggs, Victoria Brown-Kennerly, Michael A. Buckholt, Sharon K. Bullock, Kristen A. Butela, Christine A. Byrum, Steven M. Caruso, Catherine P. Chia, Rebecca A. Chong, Hui-Min Chung, Kari L. Clase, Sean T. Coleman, D. Parks Collins, Stephanie B. Conant, Brett M. Condon, Pamela L. Connerly, Bernadette J. Connors, Jennifer E. Cook-Easterwood, Katie E. Crump, Tom D’Elia, Megan K. Dennis, Linda C. DeVeaux, Lautaro Diacovich, Iain Duffy, Nicholas P. Edgington, Dustin C. Edwards, Tenny O. G. Egwuatu, Elvira R. Eivazova, Patricia C. Fallest-Strobl, Christy L. Fillman, Ann M. Findley, Emily Fisher, Matthew R. Fisher, Marie P. Fogarty, Amanda C. Freise, Victoria J. Frost, Maria D. Gainey, Amaya M. Garcia Costas, Atenea A. Garza, Hannah E. Gavin, Raffaella Ghittoni, Bryan Gibb, Urszula P. Golebiewska, Anna S. Grinath, Susan M. R. Gurney, Rebekah F. Hare, Steven G. Heninger, John M. Hinz, Lee E. Hughes, Pradeepa Jayachandran, Kristen C. Johnson, Allison A. Johnson, Michelle Kanther, Margaret Kenna, Bridgette L. Kirkpatrick, Karen K. Klyczek, Kathryn P. Kohl, Michael Kuchka, Amber J. LaPeruta, Julia Y. Lee-Soety, Lynn O. Lewis, Heather M. Lindberg, Jaclyn A. Madden, Sergei A. Markov, Matthew D. Mastropaolo, Vinayak Mathur, Sean P. McClory, Evan C. Merkhofer, Julie A. Merkle, Scott F. Michael, Jon C. Mitchell, Sally D. Molloy, Denise L. Monti, María Alejandra Mussi, Holly Nance, Fernando E. Nieto-Fernandez, Jillian C. Nissen, Imade Y. Nsa, Mary G. O’Donnell, Shallee T. Page, Andrea Panagakis, Jesús Ricardo Parra-Unda, Tara A. Pelletier, Tiara G. Perez Morales, Nick T. Peters, Vipaporn Phuntumart, Richard S. Pollenz, Mary L. Preuss, David P. Puthoff, Muideen K. Raifu, Nathan S. Reyna, Claire A. Rinehart, Jessica M. Rocheleau, Ombeline Rossier, Adam D. Rudner, Elizabeth E. Rueschhoff, Amy Ryan, Sanghamitra Saha, Christopher D. Shaffer, Mary Ann V. Smith, Amy B. Sprenkle, Christy L. Strong, C. Nicole Sunnen, Brian P. Tarbox, Louise Temple, Kara R. Thoemke, Michael A. Thomas, Deborah M. Tobiason, Sara S. Tolsma, Julie Torruellas Garcia, Megan S. Valentine, Edwin Vazquez, Robert E. Ward, Catherine M. Ward, Vassie C. Ware, Marcie H. Warner, Jacqueline M. Washington, Daniel E. Westholm, Keith A. Wheaton, Beth M. Wilkes, Elizabeth C. Williams, William H. Biederman, Steven G. Cresawn, Danielle M. Heller, Deborah Jacobs-Sera, Graham F. Hatfull, David J. Asai, and Viknesh Sivanathan

Subjects
course-based research experience (CURE), science education, assessment, intergrated research and education community (iREC), grading, Education (General), L7-991
Abstract

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.

Published
2023
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5. Exploratory study into the views of paramedics on paramedic prescribing

Author

Colin Jones and Iain Duffy

Subjects
Medical education, Higher education, business.industry, Major trauma, Exploratory research, 030208 emergency & critical care medicine, medicine.disease, Focus group, Combat Medical Technician, 03 medical and health sciences, 0302 clinical medicine, Credibility, Health care, medicine, 030212 general & internal medicine, business, Psychology, Emergency Care Practitioner
Abstract

The purpose of this paper is to establish the views of a group of Paramedics on Paramedic prescribing. Although at the time of writing the proposal to the Commission on Human Medicines they rejected prescribing for Paramedics, work is still ongoing with various bodies to move forward with the application. A focus group of a small number of Paramedics was held, and the researcher performed a review of relevant literature. The development of the role of paramedic from an ambulance driver to a highly skilled and knowledgeable healthcare professional was discussed. It was established that the profession's close links with higher education institutions would be pivotal if paramedics are to be given prescribing rights. The study concluded that paramedics believe they should be able to become independent prescribers, as it would help further their career, giving the profession added credibility. As paramedics already give a rounded healthcare approach to their patients, this would only be enhanced by prescribing rights, as a ‘complete’ health care attitude could be established.

Published
2017

9. The type I TGFß receptor ALK‐1 and it’s ligands promote angiogenesis (544.2)

Author

Joseph Zundell, James Hawker, Iain Duffy, and Jesse Robinson

Subjects
Tube formation, biology, Chemistry, Angiogenesis, Fibroblast growth factor receptor 1, Cell, SMAD, Transforming growth factor beta, Fibroblast growth factor, Biochemistry, Cell biology, medicine.anatomical_structure, hemic and lymphatic diseases, Genetics, medicine, biology.protein, Receptor, Molecular Biology, Biotechnology
Abstract

Control of angiogenesis is critical in diseases such as cancer, heart disease, or wound repair. Growth factors such as transforming growth factor beta (TGFs) and fibroblast growth factor 2 (FGF-2) contribute to angiogenesis. The TGFs family signaling receptor Activin-Like Kinase 1 Receptor (ALK-1) is expressed in coronary venular endothelial cells (CVEC) at near confluent cell densities on gelatin, but not collagen but it is induced by TGFs + FGF-2 during tube formation in collagen. Other genes induced during tube formation were Smad 6 and Fibroblast Growth Factor Receptor 1 (FGFR1). By contrast, ALK-5, a related TGFs type 1 receptor, and TGFsRII were expressed in these cells in both gelatin and collagen. ALK-1 is also expressed in other EC types, smooth muscle cells, cardiac fibroblasts, embryonic fibroblasts (3T3) but not epithelial cells. Three ligands: TGFs, activin, and bone morphogenetic protein 9 (BMP-9), have been shown to bind ALK-1. We show that endogenous activin binds ALK 1 and can be displace...

Published
2014

11. Abstract B20: Activin receptor-like kinase 1 complexes with endoglin in TGFß-mediated signaling in angiogenesis

Author

Iain Duffy, Patricia Varacallo, and James Hawker

Subjects
Tube formation, Cancer Research, Angiogenesis, Receptor expression, Biology, Endoglin, Fibroblast growth factor, Molecular biology, Oncology, hemic and lymphatic diseases, Cancer cell, Cancer research, Receptor, Transforming growth factor
Abstract

Background: Activin Receptor-Like Kinase 1 (ALK1), a type I transforming growth factor (TGFß) family receptor, and endoglin, a type III receptor, are expressed in endothelial cells (EC) and involved in angiogenesis. Control of angiogenesis is critical in diseases such as cancer. Four ligands, TGFß, activin, bone morphogenetic protein 9 (BMP-9), and BMP-10, have been shown to bind ALK-1. Thus angiogenesis may be mediated by different combinations of ligands and receptors. Purpose: We investigated the role of TGFß and ALK-1 in tube formation. We also screened EC and also cancer cell lines for expression of various TGFß family receptors to begin to address which ligands and receptors are involved in angiogenesis and endothelial-tumor interactions,. Results: We also show that fibroblast growth factor 2 (FGF-2) + TGFß increase ALK-1 but not ALK 5 type I receptor expression in endothelial cells after tube formation. We show data that the type I receptor Activin-Like Kinase 1 and the co-receptor endoglin can signal in endothelial cells via the TGFß ligand. Antisense RNA that targets ALK 1 (and also ALK5) also disrupts tube formation. We further show that endogenous activin binds ALK 1 and can be displaced by exogenous TGFß. This suggests it may function to regulate control of ALK 1 activation. Further, ALK-1 and endoglin may also be involved in cell-cell interactions between endothelial and other cells. Thus we screened endothelial and cancer cells for TGFß family receptor expression by RT-PCR. Endothelial cells show similar expression of ALK-1, ALK-5, and endoglin and lower expression of BMP receptor II and TGFßRII. Cancer cells show much lower expression of type II receptors. Citation Format: James Hawker, Patricia Varacallo, Iain Duffy. Activin receptor-like kinase 1 complexes with endoglin in TGFß-mediated signaling in angiogenesis. [abstract]. In: Proceedings of the AACR Special Conference: Tumor Angiogenesis and Vascular Normalization: Bench to Bedside to Biomarkers; Mar 5-8, 2015; Orlando, FL. Philadelphia (PA): AACR; Mol Cancer Ther 2015;14(12 Suppl):Abstract nr B20.

Published
2015

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