Table 4:

Specification of the values of CRE instructors with a definition, example statements and percentage of community agreement

Specification	Definition	Example Statements
CRE Inclusivity	Behaving in a way that facilitates and supports that every student is treated fairly and equitably so that there is equal opportunity to conduct authentic research	“I conform in terms of the commitment to broadening undergraduate research education particularly among UR (underrepresented) groups who otherwise would not have access to a research experience. “
Student Success	The belief and set of behaviors that each student can meaningfully complete their authentic research experience successfully from a scientific, educational, and personal perspective.	“Additionally, all SEA-PHAGES faculty overwhelmingly share a passion for our students and their success, and are invested emotionally in this process. Student success, whether it be research success, content mastery, or some other desired outcome, is our success, too; we take great pride in our students and their work. I share in their joy and excitement every semester at the first appearance of plaques, encourage them when experiments fail, and admire their vast accomplishments when they present their scientific findings in posters or presentations”
Community Membership	The belief and set of behaviors that make every student feel that they are a member of large scientific community dedicated to the production of shared scientific knowledge	“I think providing students an opportunity to build community and connections with each other and with me in a class/lab environment that is welcoming, comfortable, collaborative rather than competitive, and open is really important, especially for first-year students – a big part of my professional identity in these courses is tied to fostering this type of environment for students”
Ownership/Agency	The belief and set of behaviors that see every student as an authentic researcher and learner who has control, ownership and agency over their research and education	“I think the best part of teaching is seeing that students can take what they have learned in introductory and other courses, put it together, and do it on their own in different contexts and produce a professional product.”
Science	The belief and set of behaviors that the authentic research conducted by students in the lab is important to a wider community of scientists, may have value for solving real-world issues and can help us to understand of the world we live in.	“SEA-PHAGES faculty often treat students as scientific colleagues during the phage discovery process. In my own experience during the bioinformatics semester, we discovered an extremely unusual pattern of infection in which one phage seemed to infect an alternative host better than the original isolation host, and this difference was striking in terms of plaque morphology and titer. I was so excited to see these results when I looked in the incubator, and it was hard for me to avoid spoiling the results for students. I wanted to make sure that students “did the driving” in terms of interpreting these results, so I needed to tone down my level of excitement at the results until the class was able to reach conclusions together.”
Overcoming Failure	The belief and set of behaviors that see authentic scientific research as unpredictable and involving failure and that the role of the professional scientist is to learn from this and overcome presented challenges.	“students would be forced into difficult, uncomfortable situations where the results could not be predicted, and failures could sometimes not be explained. They had to be able to show the students the educational value of failure, in that their time was not wasted by repeating experiments but instead provided with a new avenue to learn, oftentimes more than if the experiments went perfectly. “
Persistence	The belief and set of behaviors that support all students in continuing their educational path even though there are difficulties along the way	“I’m deeply invested in helping students transition/acclimate to college-level learning and strongly believe that incorporating both authentic experiences in biology (i.e. phages) and metacognition into first-year courses can help students from broad backgrounds/levels of preparedness move through this often-challenging time.”
Degree of Community Support: 91.43%