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1. Towards the STEM DBER Alliance: Why we Need a Discipline-Based STEM Education Research Community

   https://doi.org/10.1007/s40753-017-0056-3  

   Henderson, Charles ; Connolly, Mark ; Dolan, Erin L. ; Finkelstein, Noah ; Franklin, Scott ; Malcom, Shirley ; Rasmussen, Chris ; Redd, Kacy ; St. John, Kristen ( July 2017 , International Journal of Research in Undergraduate Mathematics Education)
2. Transdisciplinary Science Education Research and Practice: Opportunities for GER in a Developing STEM Discipline-Based Education Research Alliance (DBER-A)

   https://doi.org/10.5408/1089-9995-65.4.354  

   Shipley, Thomas F. ; McConnell, David ; McNeal, Karen S. ; Petcovic, Heather L. ; John, Kristen E. ( November 2017 , Journal of Geoscience Education)
3. Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

   https://doi.org/10.1187/cbe.19-03-0064  

   Reinholz, Daniel L. ; Andrews, Tessa C. ( September 2019 , CBE—Life Sciences Education)

   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 canmore »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.« less
4. Departmental Initiatives across a University Alliance to Increase Minority STEM Doctoral Student Success

   Schimmel, KA ; Campbell, CD ; Gumpertz, M ; Huet, YM ; Kelkar, AD ; Kizito, JP ( January 2020 , ASEE Annual Conference proceedings)
5. Departmental Initiatives across a University Alliance to Increase Minority STEM Doctoral Student Success

   Schimmel, KA ; Campbell, CD ; Gumpertz, M ; Huet, YM ; Kelkar, AD ; Kizito, JP. ( June 2020 , ASEE Annual Conference proceedings)

   Three diverse public universities(North Carolina State University, University of North Carolina Charlotte, and North Carolina Agricultural and Technical State University)have adapted and implemented an institutional change model that proposes five core elements for achieving cultural change in colleges and universities to increase the percentage of underrepresented minority (URM) faculty in STEM fields. Since URM doctoral students spend most of their time exposed to the culture of their academic department as they take classes, conduct research, and interact with departmental faculty, staff, and other graduate students, the climate they experience and the support they receive at the departmental level can havemore »a major impact on their success. When interventions address students directly, once they graduate, there may be no lasting change in the department. However, when faculty attitudes and mentoring practices along with departmental processes and procedures change, the changes are likely to be more sustainable. Using institutional theory as the analytical lens, the purpose of this paper is to examine how one collaborative project implements a faculty-led institutional change model for diversifying the STEM professoriate. Each participating doctoral granting department has a volunteer faculty member interested in URM success designated as a Faculty Fellow. The Fellow receives programmatic support to increase their understanding of the issues facing URMs in doctoral programs and assessment support to identify the departmental practices that may be hindering URM student success. Together with their department head and director of graduate programs, they work with the departmental faculty to understand graduate student pathways, identify practices and policies that promote success, and diagnose trouble spots. Based on this study of the graduate student experience in their own department, the Fellow develops a departmental initiative designed to address departmental weaknesses. The faculty as a whole develop a departmental diversity plan to build these insights into departmental practices and procedures. This paper will explore the process of developing the departmental initiatives and diversity plans as well as report on some initiatives and plans developed. The benefits and drawbacks of the approach are discussed along with best practices identified to this point« less