The SFES model appears both promising and challenging (see diagram, left). SFES in university and college science departments have the potential to drive science education reform at K-12 and postsecondary institutions. Our data suggest that science education would benefit from (i) increased training opportunities to develop SFES, (ii) reduced professional isolation for SFES, and (iii) improved academic infrastructure to support SFES research and professional activities. Attention to the issues raised by SFES in this study would likely strengthen the impact of SFES on K-12 science education, undergraduate science education, and science education research within the disciplines.