The Disruptor

Catalyzing sustainable evidence-based strategies to create an equitable future for STEM education.

  • Why Won’t STEM Faculty Just Adopt Evidence-Based Teaching Practices Already?: Exploring a Weaver’s Approach to Graduate Teacher Training

    Author(s):

    Melinda Lanius, Ph.D.

    Assistant Professor of Discipline Based Education Research in the...

    Auburn University

    Author(s):

    Gary Olson

    Director of General Education Mathematics in the Department of Ma...

    University of Colorado Denver

    Author(s):

    RaKissa Manzanares, Ph.D.

    Associate Professor C/T of Mathematics Education in the Departmen...

    University of Colorado Denver

    Editor:

    Malika Jeffries-EL, Ph.D.

    Associate Dean for the Graduate School in Arts and Sciences and A...

    Boston University

    Learn how to support future faculty in their knowledge of evidence-based teaching practices and provide them ongoing and multifaceted opportunities to explore …

The Role of Community in Driving Change

Sibrina Collins, Ph.D.
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Sibrina Collins, Ph.D.

Executive Director, The Marburger STEM Center, Lawrence Technological University
  • Creating and Maintaining Communities to Support Faculty Implementing Effective Evidence-Based Strategies

    We need to support faculty so that they persist with research-based instructional strategies, learn new techniques, and engage in reflective practice.

  • How Collaborating Across Boundaries Fosters Community-Engaged Partnerships

    This model provides students with learning experiences that deepen their understanding of how both disciplinary knowledge and interdisciplinary collaboration c…

  • How Storytelling Inspires Representation in STEM Communities

    How do we make sure all stakeholders have representation in STEM? Learn how storytelling helps us get there.

The Role of Deans, Department Chairs, and Institutional Leaders in Supporting Change

Susan Singer, Ph.D.
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Susan Singer, Ph.D.

Vice President for Academic Affairs and Provost, Rollins College
  • Leveraging Institutional Data to Advance Equity in STEM Courses

    If instructors and administrators are to understand where their efforts to advance student learning and equity are succeeding, they need to measure it.

  • Racial Equity in the STEM Math Pathway: Designing for Disproportionate Benefit

    We all need to redouble efforts to advance racial equity in the STEM math pathway on our campuses by intentionally designing for positive benefit.

  • Power of Partnerships

    Partnerships can help us address growing inequities in STEM education and offer strategies to optimize progress toward better STEM learning for all.

Innovative Learning Environments

Stephanie E. August, Ph.D.
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Stephanie E. August, Ph.D.

Independent Consultant, Engineering Education
  • Preparing Non-traditional Learners as Next Generation Science Teachers

    Learn how Dr. Sharma designed a course that draws on adult learning theories and first-hand experience to teach non-traditional learners.

  • How Lightweight, Scalable, and Relational Learning Experiences Can Help Overcome System-Level Challenges in Education

    Can exploratory reading groups (ERGs) designed to be lightweight, scalable, and relational create system-level changes in education?

  • Patching Together a Plan for Student Success

    Let us explore where innovative learning environments are best used to make learning more accessible and education more flexible and equitable, complementing t…

Rethinking Reappointments, Promotion, and Tenure

Malika Jeffries-EL, Ph.D.
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Malika Jeffries-EL, Ph.D.

Associate Dean for the Graduate School in Arts and Sciences and Associate Professor of Chemistry, Materials Science, and Engineering, Boston University
  • Why Won’t STEM Faculty Just Adopt Evidence-Based Teaching Practices Already?: Exploring a Weaver’s Approach to Graduate Teacher Training

    Learn how to support future faculty in their knowledge of evidence-based teaching practices and provide them ongoing and multifaceted opportunities to explore …

  • Handing Rose-Colored Glasses to STEM Faculty: Institutional Priorities in Disciplinary Identity Development

    As educators, we are setting the rules. As scientists, we can draw on our skills and training to find and use tools that both…

Leveraging this moment of disruption to empower evidence-based systemic change that advances equity.

Advancing Accessibility in Field Programs

Christopher Atchison Ph.D.
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Christopher Atchison Ph.D.

Professor of Geoscience Education, University of Cincinnati
  • Bringing the Field into the Classroom: Using Story Maps as an Inclusive Component of Virtual Field Experiences for Beginning Students

    Through story-mapping, students can address open-ended questions, critically evaluate existing information, and identify gaps in the current knowledge base.

  • Designing for Difference: Conceptualizing and Planning for Variations in Learners’ Needs, Abilities, and Interests

    Let’s leverage this moment of disruption to correct the longstanding failure of academia to recognize and plan for the inherent variability in people’s needs,…

  • How Advocating for Accessibility in the Field Builds a Culture of STEM Inclusion

    Active learning in field-focused science disciplines is widely recognized as highly transformative practice in the undergraduate curriculum. Giving students ea…

Building Engagement Through Student Centered Learning

Calvin Briggs, Ed.D.
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Calvin Briggs, Ed.D.

Executive Director, The Southern Center for Broadening Participation in STEM
  • Building Inclusion in STEM Through Activation of Multicontext Theory

    Our journey begins with a story by co-author, Roberto Ibarra, and his discovery of a new paradigm for enhancing diversity as he analyzed his…

  • Who Am I When the Little Things Add Up?

    My multiple identities impact how I show up in this world. They also guide the experiential framework of my approach to addressing diversity, equity,…

  • How Engagement Enables Broadening STEM Participation

    We must embed STEM firmly in the cultural DNA of communities to truly realize the American Dream. I am an African American male .…

Envisioning Dimensions of Equity in an Academic Ecosystem

Stephanie E. August, Ph.D.
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Stephanie E. August, Ph.D.

Independent Consultant, Engineering Education
  • Teaching Outside the Textbook: Integrating Diversity, Equity, and Inclusion into the Science Classroom Using Real-World Experiences

    Introducing diverse perspectives in science courses help students progress from simply acquiring knowledge to questioning their own or other assumptions and ar…

  • Dear STEM, It’s Time for Some Identity Work

    What identities are being built? What identities are (and/or ought) to be dismantled? What structures, traditions, philosophies, and/or practices necessitate d…

  • How Disruption Allows Us to Reimagine Convergent STEM Ecosystems

    Learn how placing experiences and growth, rather than content delivery, at the center of activity can help you create an educational ecosystem that supports…

Enriching Education to Grow Inclusion

Mica Estrada, Ph.D.
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Mica Estrada, Ph.D.

Associate Professor, Department of Social and Behavioral Sciences, Institute for Health & Aging, University of California, San Francisco
  • Make Time Now for Cultural Inclusion and Healing

  • How Food Can Be a Cultural Bridge to Enhance Student’s STEM Identity and Learning Outcomes

  • Filling the Sieve and Wondering Why We’re Still Thirsty: A Call to Humanize the STEM Workplace for Educators and Students

  • How Kindness is Part of an Excellent STEM Education