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Abstract Reformed science curricula provide opportunities for students to engage with authentic science practices. However, teacher implementation of such curricula requires teachers to consider their role in the classroom, including realigning instructional decisions with the epistemic aims of science. Guiding newcomers in science can take place in settings ranging from the classroom to the undergraduate research laboratory. We suggest thinking about the potential intersections of guiding students across these contexts is important. We describe the Classroom‐Research‐Mentoring (CRM) Framework as a novel lens for examining science practice‐based instruction. We present a comparative case study of two teachers as they instruct undergraduate students in a model‐based inquiry laboratory. We analyzed stimulated‐recall episodes uncovering how these teachers interacted with their students and the rationale behind their instructional choices. Through the application of the CRM Framework, we revealed ways teachers can have instructional goals that align with those of a research mentor. For example, our teachers had the goals of “creating an inclusive environment open to student ideas,” “acknowledging students as scientists,” and “focusing students on skills and ideas needed to solve biological problems.” We suggest three functions of research mentoring that translate across the classroom and research laboratory settings: (1) build a shared understanding of epistemic aims, (2) support learners in the productive use of science practices, and (3) motivate learner engagement in science practices. 

Survey research is at a crossroads. For at least half a century, survey data have been essential to government agencies, policy-makers, businesses, and academics across different fields to inform a wide range of critical decisions with far-reaching consequences. Even in an era of “big data,” surveys remain fundamental to understanding and shaping the economy, politics and governance, and society. Yet challenges to conducting high quality surveys are substantial and increasing. Face-to-face interviewing remains the gold standard of survey research, but the rising costs of such interviews are prohibitive. New technologies, techniques, and data sources present opportunities to improve the efficiency and speed of survey data collection and/or reduce its costs but have shortcomings that may exceed their advantages. To examine and develop strategies to address the challenges facing survey research, the Duke Initiative on Survey Methodology hosted a conference January 14th and 15th, 2021, on the Future of Survey Research. This report summarizes the proceedings and highlights key recommendations that resulted.