Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching

National Academies of Sciences, Engineering, and Medicine

doi:10.17226/28268

Consensus Study Report

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching

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Transforming Undergraduate STEM Education

Supporting Equitable and Effective Teaching

(2025)

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Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Contributor(s): National Academies of Sciences, Engineering, and Medicine; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on Equitable and Effective Teaching in Undergraduate STEM Education: A Framework for Institutions, Educators, and Disciplines; Archie Holmes, Kerry Brenner, and Janet Gao, Editors

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National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press. https://doi.org/10.17226/28268.

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397 pages | 6 x 9 |

ISBNs:

Prepublication: 978-0-309-72995-6
Paperback (forthcoming): 978-0-309-72998-7

DOI: https://doi.org/10.17226/28268

Chapters		skim
Front Matter	i-xx
Summary	1-13
1 Introduction	14-30
2 Institutional Context of Post-Secondary STEM Education	31-48
3 Understanding Teaching, Learning, and Equity	49-69
4 Principles for Equitable and Effective Teaching of Undergraduate STEM Education	70-97
5 Using the Principles to Improve Learning Experiences	98-135
6 Role of Academic Units in Achieving Equitable and Effective Teaching	136-166
7 Student Pathways Through Undergraduate STEM Curricula	167-187
8 Supporting Equitable and Effective Teaching Through Ongoing Professional Learning and Development	188-224
9 Role of the Institution in Creating Equitable and Effective Learning Environments	225-263
10 Recommendations for Current Action and Future Research	264-284
References	285-356
Appendix A: Public Comments on Draft Report and Committee Response	357-368
Appendix B: Biographies of Committee Members and Staff	369-377

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