Overcoming the Barrier to Implementing Authentic Research Experiences through Faculty Mentorship

video conference, and Skype). During the initial meetings, J.S.M. mentored C.M.G. in the framework of the guided inquiry–based research model created by J.S.M. We then identified a semester and course in which C.M.G. would implement the research model, and we developed an overall timeline and schedule to achieve this goal. We worked together to adapt the model to work within a two-year college nonmajors biology course. Each meeting involved the sharing of progress reports and the creation of future action plans. J.S.M. also shared course materials, discussed personal experiences, and taught C.M.G. how to use particular assessment tools and teaching strategies. By the end of the partnership, C.M.G. had successfully implemented the guided inquiry–based research experience in a nonmajors biology course. This partnership was initiated following J.S.M.’s presentation at the 2013 National Association of Biology Teachers annual conference. As an audience member during the presentation, C.M.G. identified J.S.M.’s research experience model as one that she wanted to implement in her own course and reached out to J.S.M. for guidance. This example highlights the importance of live meeting venues where instructors can share and present research experience models they have developed and implemented with success. These types of presentations most often occur at professional society meetings, making these meeting venues the ideal setting to promote the formation of professional mentoring partnerships. Special symposia could be developed for the specific purpose of bringing together potential mentors and mentees. Instructors who are willing to serve as mentors would have the opportunity to briefly present their research experience model to an audience of instructors who are seeking mentorship. As we found in our partnership, research experience models do not always transfer smoothly from one institution to another. For example, C.M.G. could not directly implement J.S.M.’s research topic, which was developed within a four-year university because the necessary equipment and infrastructure was not available at C.M.G.’s two-year college. Even in its adapted form, the research experience model required the purchase of additional equipment and supplies. Therefore, to effectively facilitate the transfer of successful research experience models, grant programs could be developed to provide funding for equipment and supplies needed Vol. 14, 1–2, Summer 2015