The Lantern, 2016-2017

• Our Lady of Perpetual Virginity • Essential Terms for the Audience • Stories Untold • Jesus Camp • The Second Avenue Schmear • Driving to the Beach • Thanks, Alice • Decay • Peanut Butter Rhapsody • Transactions • Traffic • Sissy • Melting Wings • Ocean • Small Town Summer • Third Story • Family Trees • Mixed, Just Like Me • Sour Graves • How Sweet the Sound • Goodnight, Halfmoon • I\u27m Going to Ask Him How • Music • Pizza • Manhoodlike • Meditations From a Bunk Bed in a Home on Mount Pocono • Soft • Twilight\u27s Palette • The Oracle • Cynicism • River Ganges • Pinata Body and Hearing the Gun Shot • Song With No Music • Of Mornings Considering Womanhood • 10 Hours in Philadelphia • To Cut • Sachrang • Bavarian Wave Swinger • Irish Rain • Remembrances, Well • The Roses • Buttermilk • The Universe Will Always Listen if You Ask Her, Which is Why I Like Her More Than God • A Lukewarm Light • A Thought of Death • Hobson • Decaying Light • Window Women • Dead Bee • The Imagery • For Rent • Mona Lisa MMXVIhttps://digitalcommons.ursinus.edu/lantern/1185/thumbnail.jp

Instructional Models for Course-Based Research Experience (CRE) Teaching

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching