Discipline-Based Education Research Resources

Discipline-based education research is at the forefront of current national discussions on how to meet the nation's need for STEM graduates. The President's Council of Advisors on Science and Technology (PCAST) issued a report (Executive Summary), stating that “a large and growing body of research indicates that STEM education can be substantially improved through a diversification of teaching methods”, and calling for “widespread adoption of empirically validated teaching practices”. The PCAST report further states that “Classroom approaches that engage students in active learning improve retention of information and critical thinking skills”, and recommends establishing “discipline-focused programs … to train current and future faculty in evidence-based teaching practices”.

Shortly thereafter, the National Research Council of the National Academies released a report (Executive Summary) on Discipline-Based Education Research (DBER). This report states that “High-quality DBER combines expert knowledge of a science or engineering discipline, of the challenges of learning and teaching in that discipline, and of the science of learning and teaching generally. This expertise can, but need not, reside in a single DBER scholar; it also can be strategically distributed across multidisciplinary, collaborative teams”, and that “DBER clearly shows that research-based instructional strategies are more effective than traditional lecture in improving conceptual knowledge and attitudes about learning.” The DBER report specifically recommends that “current faculty adopt evidence-based teaching practices to improve learning outcomes for undergraduate science and engineering students, with support from institutions, disciplinary departments, and professional societies. Moreover, institutions, disciplinary departments, and professional societies should work together to prepare future faculty who understand the findings of research on learning and evidence-based teaching strategies.” The report goes on to state that “Advancing DBER requires a robust infrastructure for research that includes adequate, sustained funding for research and training; venues for peer-reviewed publication; recognition and support within professional societies; and professional conferences. To these ends, the committee recommended that science and engineering departments, professional societies, journal editors, funding agencies, and institutional leaders clarify expectations for DBER faculty positions, emphasize high-quality DBER, provide mentoring for new DBER scholars, and support venues for DBER scholars to share their research findings at meetings and in high-quality journals.”

The American Physical Society “applauds” the PCAST report, and points out that the “physics education research community has long been involved in foundational research” on student learning in physics.

The American Chemical Society, in its “Statement on Scholarship”, goes even further, stating that “The chemistry community must accept and act upon a broader definition of scholarship, rewarding faculty for the wide range of activities needed to bring about a modern and effective research and education infrastructure.”

Here are links to some relevant documents.


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