Curry, M. J., & Hanauer, D. I. (2015). Applied Lin
Curry, M. J., & Hanauer, D. I. (2015). Applied Linguistics and Literacies for STEM: Founding Concepts, Methodologies
and Research Projects. Amsterdam: John Benjamins Press
My educational research in both sciences and literacy involves providing increased access to a wide range of students with differing abilities and generating a process of ownership, engagement and persistence in their educational work. Directly related to these concerns are the promotion of personally important inquiry activities. As I wrote in an early book on science education (Scientific Discourse: Multiliteracy in the Classroom), I think that the real problem with existing education systems of all types and on all levels is that they are concerned with “old knowledge” and not with the generation of new knowledge. Accordingly, a large part of my educational work has involved the development of student research experiences. At the heart of my research are three interrelated questions:
1. What characterizes a research experience?
2. In what ways can these research experiences be measured?
3. In what ways, do these research experiences interact with students from diverse demographic profiles?
My early science educational research funded by the NSF and through the Lawrence Hall of Science at UC Berkeley, looked carefully, using qualitative methods, at what scientific inquiry teaching in different educational settings looked like. In 2005, I was introduced to Prof. Graham Hatfull of the Department of Biological Sciences at the University of Pittsburgh. At that time, he was running an innovative scientific inquiry program focused on the isolation and identification of a particular form of virus (bacteriophage). What was special and unique about this educational program was the focus on authentic science and the scientific inquiry that this entailed. This dovetailed nicely with my own interests in inquiry teaching and the research methodologies for studying such contexts that I had developed
I worked in conjunction Dr. Hatfull and his team as an educational researcher and assessment specialist and over a period of several years a series of projects defining scientific inquiry teaching, assessment in the sciences, and undergraduate science education papers and research studies emerged. Throughout this period and continuing at the moment, my work has been generously supported by the Howard Hughes Medical Institute. This support has allowed me the luxury that not many researchers enjoy—time to really focus and develop a novel body of science education research over an extended period of time.
The important findings from this research context can be summarized as follows: development of the active assessment approach designed for scientific inquiry teaching; data driven understandings of course-based research experiences; and a series of validated assessment tools for assessing laboratory courses. Currently I am the Lead Assessment Coordinator of the SEA-PHAGES program directed by Graham Hatfull and supported by the Howard Hughes Medical Institute.
Hanauer, D., & Englander, K. (2013). Scientific Wr
Hanauer, D., & Englander, K. (2013). Scientific Writing in a Second Language. West Lafayette: Parlor Press
Hanauer, D. (2010). Poetry as Research: Exploring
Hanauer, D. (2010). Poetry as Research: Exploring Second Language Poetry Writing. Amsterdam: John Benjamins
Hanauer, D., Hatfull, G., & Jacobs-Sera, D. (2009)
Hanauer, D., Hatfull, G., & Jacobs-Sera, D. (2009). Active Assessment: Assessing Scientific Inquiry. New York: Springer
Hanauer, D. (2006) Scientific Discourse: Multilite
Hanauer, D. (2006) Scientific Discourse: Multiliteracy in the Classroom. London, UK: Continuum Press
Hanauer, D.I., Sheridan, C. L., & Englander, K. (2
Hanauer, D.I., Sheridan, C. L., & Englander, K. (2019). Linguistic Injustice in the Writing of Research Articles in English as a Second Language: Data from Taiwanese and Mexican Researchers. Written Communication, 36 (1): 136-154.
Hanauer, D. I., Nicholes, J., Liao, F., Beasley, A
Hanauer, D. I., Nicholes, J., Liao, F., Beasley, A., & Henter, H. (2018). Short-Term Research Experience (SRE) in the Traditional Lab: Qualitative and Quantitative Data on Outcomes. CBE Life Sciences Education, 17(ar.64), 1-14.
Hanauer, D. I. (2018). Becoming an undergraduate s
Hanauer, D. I. (2018). Becoming an undergraduate scientific researcher of literature: A discussion of inquiry teaching options. Scientific Study of Literature, 7 (2), 262-276.
Cavanagh, A. J., Chen, X., Bathgate, M., Frederick
Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018). Trust, growth mindset, and student commitment to active learning in a college science course. CBE Life Sciences Education, 17(1), 1-8
Hanauer D.I., Graham M.J., Sea P., Betancur L., Bo
Hanauer D.I., Graham M.J., Sea P., Betancur L., Bobrownicki A., Cresawn S.G., Garlena R.A., Jacobs-Sera D, Kaufmann N, Pope W.H., Russell D.A., Jacobs W.R., Jr., Sivanathan V., Asai D. J., Hatfull G.F. (2017). An inclusive Research Education Community (iREC): Impact of the SEA PHAGES program on research outcomes and student learning. Proceedings of the National Academy of Science, 1-6.
Hanauer, D. I., Graham, M., & Hatfull, G. (2016).
Hanauer, D. I., Graham, M., & Hatfull, G. (2016). A measure of student persistence in the sciences (PITS). CBE Life Science Education, 15 (4).
Cavanagh, A.J., Aragón, O.R., Chen, X., Couch, B.A
Cavanagh, A.J., Aragón, O.R., Chen, X., Couch, B.A., Durham, M.F., Bobrownicki, A., Hanauer, D.I., & Graham M.J. (2016). Student Buy-In to Active Learning in a College Science Course. CBE—Life Sciences Education, 15 (4)
Hanauer, D. I., & Hatfull, G. (2015). Measuring ne
Hanauer, D. I., & Hatfull, G. (2015). Measuring networking as an outcome variable in undergraduate research experiences. CBE Life Science Education, 14 (4): 1-10.
Hanauer, D. I., & Bauerle, C. (2015). The faculty
Hanauer, D. I., & Bauerle, C. (2015). The faculty self-reported assessment survey (FRAS): Differentiating faculty knowledge and experience in assessment. CBE Life Science Education, 14 (2): 1-11.
Hanauer, D. I. (2014). Being in the Second Iraq Wa
Hanauer, D. I. (2014). Being in the Second Iraq War: A poetic ethnography. Qualitative Inquiry, 21 (1):83-106.
Hanauer, D.I. & Dolan, E.L. (2014). The Project Ow
Hanauer, D.I. & Dolan, E.L. (2014). The Project Ownership Survey: Measuring differences in scientific inquiry experiences. CBE-Life Science Sciences Education, 13, 149-158.
Auchincloss LC, Laursen SL, Branchaw J, Eagan K, G
Auchincloss LC, Laursen SL, Branchaw J, Eagan K, Graham M, Hanauer DI, Lawrie G, McLinn CM, Pelaez N, Rowland S, et al. (2014). Assessment of course-based undergraduate research experiences: a meeting report. CBE Life Science Education, 13, 29-40.
Hanauer, D., Frederick, J., Fotinakes, B., & Strob
Hanauer, D., Frederick, J., Fotinakes, B., & Strobel. S. (2012). Linguistic analysis of project ownership for undergraduate research experiences. CBE-Life Sciences Education, 11, 378-385
Bauerle, C., & Hanauer, D. (2012). Essential outco
Bauerle, C., & Hanauer, D. (2012). Essential outcomes, essential inputs. Peer Review, 14 (4), 31-32
Hanauer, D., & Bauerle, C. (2012). Facilitating In
Hanauer, D., & Bauerle, C. (2012). Facilitating Innovation in Science Education through Assessment Reform. Liberal Education: PKAL Perspective, 98 (3), 38-41.
Hanauer, D., & Englander, K. (2011). Quantifying t
Hanauer, D., & Englander, K. (2011). Quantifying the burden of writing research articles in a second language: Data from Mexican scientists. Written Communication, 28(4) 403–416
Hanauer, D. (2010). Laboratory identity: A linguis
Hanauer, D. (2010). Laboratory identity: A linguistic landscape analysis of personalized space within a microbiology laboratory. Critical Inquiry in Language Studies, 7 (2), 152-172.
Hanauer, D., Jacobs-Sera, D., Pedulla, M., Cresawn
Hanauer, D., Jacobs-Sera, D., Pedulla, M., Cresawn, S., Hendrix, R., & Hatfull, G. (2006) Teaching scientific inquiry. Science, 314, 1880-1881.