STEM education centers: catalyzing the improvement of undergraduate STEM education

Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Carlisle, Deborah L. [verfasserIn] Weaver, Gabriela C.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2018

Schlagwörter:	STEM education centers Undergraduate STEM education Undergraduate STEM reform STEM education research STEM center roles Network of STEM education centers (NSEC)

Anmerkung:	© The Author(s). 2018

Übergeordnetes Werk:	Enthalten in: International journal of STEM education - Berlin : SpringerOpen, 2014, 5(2018), 1 vom: 12. Nov.
Übergeordnetes Werk:	volume:5 ; year:2018 ; number:1 ; day:12 ; month:11

Links:	Volltext

DOI / URN:	10.1186/s40594-018-0143-2

Katalog-ID:	SPR036701394

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allfields	10.1186/s40594-018-0143-2 doi (DE-627)SPR036701394 (SPR)s40594-018-0143-2-e DE-627 ger DE-627 rakwb eng Carlisle, Deborah L. verfasserin (orcid)0000-0001-6159-7355 aut STEM education centers: catalyzing the improvement of undergraduate STEM education 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. STEM education centers (dpeaa)DE-He213 Undergraduate STEM education (dpeaa)DE-He213 Undergraduate STEM reform (dpeaa)DE-He213 STEM education research (dpeaa)DE-He213 STEM center roles (dpeaa)DE-He213 Network of STEM education centers (NSEC) (dpeaa)DE-He213 Weaver, Gabriela C. aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 5(2018), 1 vom: 12. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:5 year:2018 number:1 day:12 month:11 https://dx.doi.org/10.1186/s40594-018-0143-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 1 12 11
spelling	10.1186/s40594-018-0143-2 doi (DE-627)SPR036701394 (SPR)s40594-018-0143-2-e DE-627 ger DE-627 rakwb eng Carlisle, Deborah L. verfasserin (orcid)0000-0001-6159-7355 aut STEM education centers: catalyzing the improvement of undergraduate STEM education 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. STEM education centers (dpeaa)DE-He213 Undergraduate STEM education (dpeaa)DE-He213 Undergraduate STEM reform (dpeaa)DE-He213 STEM education research (dpeaa)DE-He213 STEM center roles (dpeaa)DE-He213 Network of STEM education centers (NSEC) (dpeaa)DE-He213 Weaver, Gabriela C. aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 5(2018), 1 vom: 12. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:5 year:2018 number:1 day:12 month:11 https://dx.doi.org/10.1186/s40594-018-0143-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 1 12 11
allfields_unstemmed	10.1186/s40594-018-0143-2 doi (DE-627)SPR036701394 (SPR)s40594-018-0143-2-e DE-627 ger DE-627 rakwb eng Carlisle, Deborah L. verfasserin (orcid)0000-0001-6159-7355 aut STEM education centers: catalyzing the improvement of undergraduate STEM education 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. STEM education centers (dpeaa)DE-He213 Undergraduate STEM education (dpeaa)DE-He213 Undergraduate STEM reform (dpeaa)DE-He213 STEM education research (dpeaa)DE-He213 STEM center roles (dpeaa)DE-He213 Network of STEM education centers (NSEC) (dpeaa)DE-He213 Weaver, Gabriela C. aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 5(2018), 1 vom: 12. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:5 year:2018 number:1 day:12 month:11 https://dx.doi.org/10.1186/s40594-018-0143-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 1 12 11
allfieldsGer	10.1186/s40594-018-0143-2 doi (DE-627)SPR036701394 (SPR)s40594-018-0143-2-e DE-627 ger DE-627 rakwb eng Carlisle, Deborah L. verfasserin (orcid)0000-0001-6159-7355 aut STEM education centers: catalyzing the improvement of undergraduate STEM education 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. STEM education centers (dpeaa)DE-He213 Undergraduate STEM education (dpeaa)DE-He213 Undergraduate STEM reform (dpeaa)DE-He213 STEM education research (dpeaa)DE-He213 STEM center roles (dpeaa)DE-He213 Network of STEM education centers (NSEC) (dpeaa)DE-He213 Weaver, Gabriela C. aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 5(2018), 1 vom: 12. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:5 year:2018 number:1 day:12 month:11 https://dx.doi.org/10.1186/s40594-018-0143-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 1 12 11
allfieldsSound	10.1186/s40594-018-0143-2 doi (DE-627)SPR036701394 (SPR)s40594-018-0143-2-e DE-627 ger DE-627 rakwb eng Carlisle, Deborah L. verfasserin (orcid)0000-0001-6159-7355 aut STEM education centers: catalyzing the improvement of undergraduate STEM education 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. STEM education centers (dpeaa)DE-He213 Undergraduate STEM education (dpeaa)DE-He213 Undergraduate STEM reform (dpeaa)DE-He213 STEM education research (dpeaa)DE-He213 STEM center roles (dpeaa)DE-He213 Network of STEM education centers (NSEC) (dpeaa)DE-He213 Weaver, Gabriela C. aut Enthalten in International journal of STEM education Berlin : SpringerOpen, 2014 5(2018), 1 vom: 12. Nov. (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:5 year:2018 number:1 day:12 month:11 https://dx.doi.org/10.1186/s40594-018-0143-2 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 1 12 11
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Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. 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author	Carlisle, Deborah L.
spellingShingle	Carlisle, Deborah L. misc STEM education centers misc Undergraduate STEM education misc Undergraduate STEM reform misc STEM education research misc STEM center roles misc Network of STEM education centers (NSEC) STEM education centers: catalyzing the improvement of undergraduate STEM education
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topic_title	STEM education centers: catalyzing the improvement of undergraduate STEM education STEM education centers (dpeaa)DE-He213 Undergraduate STEM education (dpeaa)DE-He213 Undergraduate STEM reform (dpeaa)DE-He213 STEM education research (dpeaa)DE-He213 STEM center roles (dpeaa)DE-He213 Network of STEM education centers (NSEC) (dpeaa)DE-He213
topic	misc STEM education centers misc Undergraduate STEM education misc Undergraduate STEM reform misc STEM education research misc STEM center roles misc Network of STEM education centers (NSEC)
topic_unstemmed	misc STEM education centers misc Undergraduate STEM education misc Undergraduate STEM reform misc STEM education research misc STEM center roles misc Network of STEM education centers (NSEC)
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title	STEM education centers: catalyzing the improvement of undergraduate STEM education
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title_full	STEM education centers: catalyzing the improvement of undergraduate STEM education
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title_sort	stem education centers: catalyzing the improvement of undergraduate stem education
title_auth	STEM education centers: catalyzing the improvement of undergraduate STEM education
abstract	Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. © The Author(s). 2018
abstractGer	Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. © The Author(s). 2018
abstract_unstemmed	Background With the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource. Conclusions STEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers. © The Author(s). 2018
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title_short	STEM education centers: catalyzing the improvement of undergraduate STEM education
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Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education. Results SECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. 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STEM education centers: catalyzing the improvement of undergraduate STEM education

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