Table 6:
Specification of the sense of self of CRE instructors with a definition, example statements and percentage of community agreement
| Specification | Definition | Example Statements |
|---|---|---|
| Dedicated | A sense of commitment, passion and persistence to help students and the scientific community as a whole to continue their shared research. | “To belong to a network of scientists with such passion for their work and dedication to their students is invigorating and inspiring” |
| Resilient and Resourceful | A personal quality of the ability to respond in a variety of ways to novel situations and have the mental toughness to be able to contend with the unplanned outcomes and experiences of scientific research. | “My goal as a faculty is to be knowledgeable, confident in what I do and do not know, and flexible to be able to pivot or adapt to changing conditions” |
| Pride in Students | The sense of personal satisfaction and accomplishment with student scientific and educational development and successes. | “I am >30 years into my career as a University Professor. I have never been involved in a program that has given me so much joy from the student perspective. To get to watch in real time the growth and development of these young scientists is a reason I get up in the morning and still put in 60hrs a week. What I love doing in thinking up creative ways to make the challenge of research more approachable” |
| Multi-Skilled | A personal quality of being able to function in a wide range of different roles required in order to manage a course-based research lab | “All of us are a jack of all trades, meaning that we do most all of the prep, teaching, grading and engagement of the course.” |
| Valued | A sense that the educational and scientific work that the instructor performs is appreciated and respected by the students and broader scientific community. | “We are valued for what we bring to the community in both the education and scientific areas. There is shared ownership of discoveries.” |
| Community Member | The sense that one is a participating, contributing and valued member of a community of researchers. | “I strongly believe that I am functioning in an environment where I am on the same team with my students - we are in the research process together, neither of us knowing the outcome of the discoveries to unfold and all excited as we anticipate the next steps. I feel so comfortable within the community of SEA-PHAGES faculty” |
| Responsible | The personal quality in which the instructor feels accountable for the student’s research and development. | “I feel a demanding sense of responsibility for student success, desiring to keep everyone engaged in the research process, and at times I blame myself when things go wrong.” |
| Overworked | The sense that the work and responsibilities of an instructor in a CRE are extensive and can feel overwhelming. | “Stress and frustration was more apparent in earlier days in the semester, as I had to re-calibrate my expectations of students at this level and encourage them to be patient and accommodating to changes that were bound to come, and to encourage them to enjoy creativity, exploring the unknown, and to take reasonable risks in presenting their ideas about their experimental outcomes.” |
| Degree of Community Support - 85.72% | ||