The Impact of Multi-Institutional STEM Reform Networks on Member Institutions: A Case Study of CIRTL Lucas B. Hill 1 & Julia N. Savoy 1 & Ann E. Austin 2 & Bipana Bantawa 1 Published online: 20 February 2019 # Springer Nature B.V. 2019 Abstract Multi-institutional networks have become an increasingly common change mechanism in higher education, especially in undergraduate science, technology, engineering, and mathe- matics (STEM) education reform. However, little is known about the impact of such networks on participating institutions. This study examined one network, the Center for the Integration of Research, Teaching, and Learning (CIRTL), to understand the multi-level impact of network membership on participating campuses. Framed by CIRTL ’ s mission to prepare future STEM faculty, results showed that the Network provided four major benefits for member institutions, which were translated and used to expand and modify local teaching professional development programs, subsequently impacting program participants and campus perceptions of graduate student professional development. Innovative Higher Education (2019) 44:187–202 https://doi.org/10.1007/s10755-019-9461-7 Lucas B. Hill is an Associate Researcher at the University of Wisconsin-Madison, where he investigates multi- sector and multi-institutional higher education reform. He earned a B.A. in Ancient Near Eastern Studies from Brigham Young University and an M.A. and Ph.D. in Higher, Adult, and Lifelong Education from Michigan State University. Email: lhill6@wisc.edu Julia N. Savoy is an Assistant Researcher at the University of Wisconsin-Madison. where she studies faculty diversity, climate, and work life; institutional transformation; and systemic change in higher education. She earned a B.A. in English and History and an M.S. in Educational Leadership and Policy Analysis (ELPA) from the University of Wisconsin-Madison. She is now a doctoral candidate in the ELPA department. Email: julia.savoy@wisc.edu Ann E. Austin is Professor of Higher, Adult, and Lifelong Education; Associate Dean for Research in the College of Education; and Assistant Provost for Faculty Development—Career Paths at Michigan State University. Her research concerns organizational change in higher education, reform in STEM education, and academic careers. Email: aaustin@msu.edu Bipana Bantawa is a Post-doctoral Research Associate at the University of Wisconsin-Madison, where she investigates higher education reform through multi-institutional networks with a focus on developing professional development programs for future faculty. She holds a D.Phil. in Education and an M.Sc. in E-learning from Oxford University and a B.A. in Business from Strathclyde University in Scotland. Email: bipana.bantawa@wisc.edu Some of the material and data in this article was first presented at the annual conference of the American Educational Research Association, 2016. * Lucas B. Hill lhill6@wisc.edu 1 Wisconsin Center for Education Research, University of Wisconsin-Madison, 566 Educational Sciences Bldg., 1025 W. Johnson St, Madison, WI 53706, USA 2 Michigan State University, East Lansing, MI 48824, USA