With increasing online enrollments, it is critical to establish best practices in teaching and learning STEM in an online environment. While scholarly efforts in teaching and learning has become more popular, this has not necessarily been recognized in formal reward systems for STEM faculty. In this article, we describe a STEM department’s efforts to address this paradox. Recent publications from faculty are discussed in terms of best practices, knowledge contributions, and impact. Integration of scholarly efforts with teaching and service are discussed. We conclude that the benefits of faculty research in STEM education are multitudinal.