Fig. 2 Change agency. Change agency. (A) SFES reported impacts in three arenas of science education: (i) undergraduate science education, (ii) research.

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Fig. 2 Change agency. Change agency. (A) SFES reported impacts in three arenas of science education: (i) undergraduate science education, (ii) research in science education, and (iii) K-12 science education. (B) SFES perceptions of departmental motivations for creating SFES positions. (C) Elements of SFES identity including (i) success as a change agent, (ii) self-identity as a DBER, and (iii) lack of SFES and DBER equivalency, disaggregated by start date, 2007 or before (left) and after 2007 (right). *Those with start dates after 2007 were significantly more likely to identify as a DBER (Pearson χ2 = 8.8, df = 1, P = 0.003). (D) Deans’ perspectives of SFES activity/impacts in science education (n = 24). Seth D. Bush et al. Sci Adv 2019;5:eaav6403 Copyright © 2019 The Authors, some rights reserved; exclusive licensee American Association for the Advancement of Science. No claim to original U.S. Government Works. Distributed under a Creative Commons Attribution License 4.0 (CC BY).