An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform
Authors: Monti Denise L. , Gill Julia C. , Adair Tamarah L. , Adams Sandra D. , Ahumada-Santos Yesmi Patricia , Amaya Isabel , Anders Kirk , Anderson Justin R. , Antunes Mauricio S. , Ayuk Mary , Baliraine Frederick , Bates Tonya C. , Beyer Andrea R. , Bhalla Suparna , Bouklas Tejas , Bullock Sharon K. , Butela Kristen A. , Byrum Christine , Caruso Steven M. , Chong Rebecca , Chung Hui-Min , Conant Stephanie B. , Condon Brett , Crump Katie E. , D'Elia Tom , Dennis Megan K. , DeVeaux Linda C. , Diacovich Lautaro , Diaz Arturo , Duffy Iain , Edwards Dustin , Fallest-Strobl Patricia C. , Findley Ann , Fisher Matthew R. , Fogarty Marie P. , Frost Victoria Jane , Gainey Maria D. , Galle Courtney S. , Gibb Bryan , Golebiewska Urszula , Gramajo Hugo , Grinath Anna S. , Guerrero Jennifer , Guild Nancy , Gunn Kathryn E. , Gurney Susan , Hughes Lee E. , Jayachandran Pradeepa , Johnson Kristen , Johnson Allison , Kanak Alison E. , Kanther Michelle L. , King Rodney A. , Kohl Kathryn , Lee-Soety Julia , Lewis Lynn O. , Lindberg Heather , Madden Jaclyn A. , Martin Breonna J. , Mastropaolo Matthew D. , McClory Sean , Merkhofer Evan C. , Merkle Julie A. , Mitchell Jon , Mussi María Alejandra , Nieto Fernando , Nissen Jillian , Nsa Imade Yolanda , O'Donnell Mary G. , Overath R. Deborah , Page Shallee T. , Panagakis Andrea , Parra Unda Jesús Ricardo , Pass Michelle B. , Perez Morales Tiara , Peters Nick T. , Plymale Ruth , Pollenz Richard , Reyna Nathan S. , Rinehart Claire A. , Rocheleau Jessica , Rombold John S. , Rossier Ombeline , Rudner Adam D. , Rueschhoff Elizabeth E. , Shaffer Christopher D. , Smith Mary Ann V. , Sprenkle Amy B. , Sunnen C. Nicole , Thomas Michael A. , Tigges Michelle M. , Tobiason Deborah , Tolsma Sara Sybesma , Torruellas Garcia Julie , Uetz Peter , Vazquez Edwin , Ward Catherine M. , Ware Vassie C. , Washington Jacqueline M. , Waterman Matthew J. , Westholm Daniel E. , Wheaton Keith A. , White Simon J. , Williams Elizabeth C. , Williams Daniel C. , Wisner Ellen M. , Biederman William H. , Cresawn Steven G. , Heller Danielle M. , Jacobs-Sera Deborah , Russell Daniel A. , Hatfull Graham F. , Asai David J. , Hanauer David I. , Graham Mark J. , Sivanathan Viknesh 
Published: August 2024

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.