skip to main content


Title: Towards the STEM DBER Alliance: Why We Need a Discipline-Based STEM Education Research Community: Towards the STEM DBER Alliance
Award ID(s):
1524832
NSF-PAR ID:
10186077
Author(s) / Creator(s):
; ; ; ; ; ; ; ;
Date Published:
Journal Name:
Journal of Engineering Education
Volume:
106
Issue:
3
ISSN:
1069-4730
Page Range / eLocation ID:
349 to 355
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-­disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants. 
    more » « less
  2. We evaluated the impact of the current COVID-19 pandemic and systemic racism on Underrepresented Minority (URM) students pursuing higher education in the STEM fields. Given the ongoing pandemic and the wave of protests in response to a series of police brutalities and systemic racism, URM students were thrown into uncharted territory. We reached out to a group of Black and Latino students who were already engaged in STEM. We began surveys and interviews by asking participants how they were and how their family and communities were doing. Next, participants answered questions about academic progress, challenges, and what support would be helpful. Our framework was based on a mixed-methods approach that draws on the work of Michael Patton (Qualitative Research & Evaluation Methods: Integrating Theory and Practice, 2014) and Veronica Thomas (American Journal of Evaluation, 2016, 38 (1), 7–28). Qualitative data from interviews were collected to capture perceptions, experiences, and recommendations of the study participants. Survey data were collected to reach as many students as possible and to provide numerical self-assessments of student experience, progression, and obstacles. All qualitative data were coded thematically using Atlas. ti, with the goal of illuminating emerging themes, and quantitative data were reviewed using descriptive statistics. Themes emerging from both data sets were compared, contrasted, and integrated in order to develop consistent findings that would enhance URM student perseverance and persistence in the face of confounding adversities. This study shows that ILSAMP COVID-19 Study participants maintained a commitment to pursuing a career in STEM. The findings of this study also indicate that the participants are stressed by their immediate circumstances and by the ongoing racism of U.S. society. These students ask for additional financial, academic, and networking support during the disruptions caused by the pandemic. More specifically, students request continued advising and connection with STEM professionals who can help them envision and enact a pathway to their own careers in STEM during this tumultuous period. The study validates the importance of key elements of the national LSAMP model as reported by Clewell et al. (Revitalizing the Nation’s Talent Pool in STEM, 2006). These are: academic integration, social integration, and professional integration. In addition, it identifies several other factors that are key to student success, including interventions that directly address racial trauma and economic hardship. 
    more » « less