CBE—Life Sciences EducationVol. 14, No. 2 ArticlesFree AccessThe Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in AssessmentDavid I. Hanauer, and Cynthia BauerleDavid I. Hanauer*English Department, Indiana University of Pennsylvania, Indiana, PA 15705-1094Search for more papers by this author, and Cynthia BauerleUndergraduate and Graduate Science Education Programs, Howard Hughes Medical Institute, Chevy Chase, MD 20815-6789Search for more papers by this authorMarshall Sundberg, Monitoring Editor:Published Online:13 Oct 2017https://doi.org/10.1187/cbe.14-10-0169AboutSectionsView articleView Full TextSupplemental MaterialView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail View articleSupplemental Materialcombinedsupmats.pdf (502 KB)FiguresReferencesRelatedDetailsCited byModels of classroom assessment for course-based research experiences28 November 2023 | Frontiers in Education, Vol. 8The role of STEM Education in improving the quality of education: a bibliometric study8 August 2022 | International Journal of Technology and Design Education, Vol. 33, No. 3Building bridges: a review and synthesis of research on teaching knowledge for undergraduate instruction in science, engineering, and mathematics17 October 2022 | International Journal of STEM Education, Vol. 9, No. 1Meeting the Conditions for Diffusion of Teaching Innovations in a University STEM Department20 November 2019 | Journal for STEM Education Research, Vol. 3, No. 1A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional UseKristin M. Bass, Dina Drits-Esser, and Louisa A. StarkRoss Nehm, Monitoring Editor13 October 2017 | CBE—Life Sciences Education, Vol. 15, No. 2 Vol. 14, No. 2 June 01, 2015 Supplemental MaterialsMetrics Downloads & Citations Downloads: 350Citations: 5 History Submitted: 14 October 2014 Revised: 7 January 2015 Accepted: 23 February 2015 Information© 2015 D. I. Hanauer and C. Bauerle. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).The authors thank Ms. Patricia Soochan for careful editing and two anonymous reviewers for critical feedback that served to strengthen the manuscript. D.I.H. was supported by HHMI award #52007402. PDF download