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DBER attracts many faculty from other STEM disciplines, and these faculty have little or no specific training in DBER. DBER requires a mastery of quantitative, qualitative, and/or mixed methodologies, and also a nuanced understanding of breadth of topic, research questions, and theoretical frameworks. This interdisciplinarity is particularly challenging for emerging DBER researchers who often switch into DBER with only discipline specific content and research training. As part of a large study about how STEM faculty become involved with DBER, we interviewed a number of emerging DBER faculty about their pathways into DBER. We conducted a thematic analysis of these interviews grounded in the theoretical frameworks of the reasoned action approach and conjecture mapping. Based on our analysis we identified 3 roles that support new faculty entering DBER. These roles are the peer, the subject matter expert, and the project manager.


This article was originally published in 2021 Physics Education Research Conference. The full-text article from the publisher can be found here.


2021 Physics Education Research Conference

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Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.


© 2021 American Association of Physics Teachers and the article authors