The professional identity of STEM faculty as instructors of course-based research experiences
Authors: Hanauer David , Alvey Richard , An Ping , Bancroft Christa , Butela Kristen , Coleman Sean , Clase Kari L. , Collins Parks , Conant Stephanie , Connerly Pamela , Connors Bernadette , Dennis Megan K. , Doyle Erin L. , Edwards Dustin , Fillman Christy , Findley Ann , Frost Victoria J. , Gainey Maria , Golebiewska Urszula , Guild Nancy , Gusky Sharon B. , Johnson Allison , Johnson Kristen , Klyczek Karen K. , Lee-Soety Julia , Lindberg Heather , Mastropaolo Matthew D. , Merkle Julie A. , Mitchell Jon , Molloy Sally , Nieto Fernando , Nissen Jillian , Perez Morales Tiara , Peters Nick T. , Pfeifer Susanne P. , Pollenz Richard , Preuss Mary L. , Rosas-Acosta Germán , Saha Margaret S. , Sprenkle Amy , Sunnen C. Nicole , Tobiason Deborah , Tolsma Sara S. , Ware Vassie , Ahumada-Santos Yesmi Patricia , Alvarez Regina V. , Anderson Justin , Ayuk Mary , Báez-Flores María Elena , Bailey Dondra , Baliraine Frederick , Behr Elizabeth , Beyer Andrea R. , Bhalla Suparna , Bono Lisa M. , Breakwell Donald P. , Byrum Christine , Duffy Iain , Gleichsner Alyssa , Harrison Melinda , Ho Renee , Hughes Lee E. , Kagey Jacob D. , Kohl Kathryn , McClory Sean , Moyer Alison , Mussi Maria A. , Nance Holly , Nsa Imade Y. , Page Shallee T. , Parra Unda Jesús Ricardo , Rocheleau Jessica , Swerdlow Sarah , Thoemke Kara , Valentine Megan S. , Vega Quinn C. , Ward Catherine , Williams Daniel C. , Wisner Ellen , Biederman William H. , Cresawn Steven G. , Graham Mark J. , Hatfull Graham , Heller Danielle , Jacobs-Sera Deborah , Monti Denise , Ramakrishna Pushpa , Russell Daniel , Sivanathan Viknesh 
Published: October 2024

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.