Transforming Undergraduate STEM Education Supporting Equitable and Effective Teaching (2025) / Chapter Skim
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Pages 1-12

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From page 1...
... Indeed, lack of access to equitable and effective STEM teaching hinders not only the success of individuals and communities, but social and national progress as well. WHY THE REPORT IS NEEDED Undergraduate STEM education occurs in many types of institutions of varying sizes, with varying priorities and budgets, but all these types of institutions share a responsibility for providing high-quality STEM learning 1
From page 2...
... With this in mind, the Board on Science Education of the National Academies of Sciences, Engineering, and Medicine convened the Committee on Equitable and Effective Teaching in Undergraduate STEM Education: A Framework for Institutions, Educators, and Disciplines to examine research on learning, teaching, and institutional change in order to provide guidance for undergraduate STEM educators and institutions on improving undergraduate instruction and addressing existing disparities in STEM education. This committee brought together individuals from many different kinds of higher education institutions, who represent expertise across the STEM disciplines.
From page 3...
... Equitable undergraduate STEM education systems provide all students with the support they need to succeed, as measured by achievement of clearly communicated learning objectives. In an effective undergraduate STEM education system, all students demonstrate learning and have the opportunities and resources to meet desired learning objectives.
From page 4...
... These changes can therefore help students navigate opportunities for learning STEM and obtaining credentials. VALUING AND SUPPORTING INSTRUCTORS Designing, implementing, and improving STEM learning experiences to make them more equitable and effective requires use of a diverse set of instructional practices, attention to the social dynamics in and culture of the classroom, and regular cycles of reflection and innovation by individual or groups of instructors.
From page 5...
... Academic units hold collective responsibility for ensuring that educators working under their auspices have the resources and supports they need to provide equitable and effective undergraduate STEM learning experiences. Academic units also have responsibility for ensuring that all learning experiences they oversee, including courses, laboratories, field experiences, research experiences, and prerequisite and other requirements for programs and majors, provide equitable and effective STEM learning experiences for students.
From page 6...
... vigilant and transparent communication among key stakeholders. RECOMMENDATIONS FOR ACTION The committee envisions a system in which all undergraduate STEM students have equitable and effective learning experiences, feel welcomed, and have the opportunity to succeed in their STEM courses and programs, regardless of their identity or background.
From page 7...
... Toward Equitable and Effective Learning Environments Recommendation 1: Instructors, working independently and collabora tively, should use the Principles for Equitable and Effective Teaching to reflect on and revise their instructional practices, approaches to assess ment, course syllabi and grading policies, and the selection and use of instructional resources. They should articulate clear learning goals for courses and use these learning goals to design instruction and assess ment for courses in all modalities and settings, including online, in the classroom, in the laboratory, and in the field and continually reflect on and improve instructional practices over time based on student learn ing data.
From page 8...
... for developing or revising courses to align with equitable and effective teaching practices, poten tially including changing lesson goals, changing instructional practices, and/or changing instructional tools. Recommendation 5: Academic unit and institutional leaders should foster a support structure for instructors (e.g., centers for teaching and learning, STEM education centers)
From page 9...
... Recommendation 7: Academic unit leaders should develop policies and practices that value, recognize, and reward equitable and effective teaching. Steps they can take include • Providing time in unit meetings to discuss teaching-related top ics such as reviewing students' outcomes in courses, discussing the unit's strategy for continuous improvement of teaching, and sharing information about successes and challenges in teaching.
From page 10...
... Recommendation 12: Members of academic units should take into account the complexity of the student undergraduate population and their varied goals and pathways to ensure that all students can equitably and effectively experience and benefit from the unit's courses, programs, and credentials. They should examine data for obstacles and barriers to undergraduate STEM learning and apply the Principles for Equitable and Effective Teaching to smooth the educational journeys of their stu dents.
From page 11...
... • Cultivate professional learning and development communities for current and future instructors and encourage academic units to do the same. • Include experts in equitable and effective teaching in society leadership.
From page 12...
... Research funding should include some long-term projects that study student experiences and outcomes over time. Implementation projects should include evaluation plans.


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