Leadership in discipline-based education research: from a vision to translational teamwork

Over 25 years ago, STEM education leaders in the US set forth a vision and advocated for the establishment of discipline-based education research (DBER) as a field. Their goal was to improve STEM higher education. Since then, DBER has advanced in quantity, meaningfulness, and impact because of leaders who have championed this kind of work and the professionals who do it. I have witnessed and had a hand in the growth of DBER – especially in the life sciences but also across disciplines through partnerships and collaborations within and beyond STEM. DBER scholars now hold positions of influence across higher education. Although progress has been made in addressing the issues that catalyzed the development of DBER, these issues have yet to be fully addressed. The next 25 years will require a new type of leadership to help DBER serve its original purpose: improving disciplinary teaching, learning, and assessment, and supporting and rewarding the people who make this a reality. Specifically, leaders will be needed who can translate DBER findings into practice, fully embed DBER professionals into the institutional milieu, and facilitate teams of DBER and disciplinary colleagues in collaborative work toward widespread change.