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From page 13... ...
For some students, a STEM education can provide entry into the STEM workforce, which helps drive American innovation, national security, and economic growth. For far too long, undergraduate STEM education in the United States has not delivered fully on its promises.
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From page 14... ...
Looking ahead to future needs for innovation to benefit individuals, communities, and society, it is critical to design educational experiences that provide a greater percentage of learners with access to an equitable and effective undergraduate STEM education. Society will not fully benefit from the development and use of future discoveries and innovations if full access and opportunity to effective STEM education is not provided to all, nor will society have the information, tools, and resources needed to address future challenges facing our planet.
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From page 15... ...
As one step toward addressing inequities in undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching (listed in Box 1-2; discussed in most detail in Chapter 4) that will enable instructors, with the support of their academic units and institutions, to improve instruction in ways that benefit all students.
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From page 16... ...
THE CHALLENGE OF ADVANCING EQUITABLE AND EFFECTIVE TEACHING Achieving equitable and effective teaching for all students will require concerted and consistent action by multiple stakeholders, across and beyond the higher education system. One key aspect of making undergraduate STEM education more equitable and effective is to change how teaching is prioritized in academia.
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From page 17... ...
While many instructors go to great lengths to serve their students, widespread equitable and effective teaching is dependent on changes to the larger system. In the present system, instructors are often unsupported in learning and implementing approaches to instruction that are informed by research and that allow for the creation of learning experiences that engage a wider variety of students and can be applied in the classroom, laboratory, field, and online learning experiences.
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From page 18... ...
Meeting such objectives is critical to eradicating existing disparities in STEM education and providing rich opportunities for all students to better understand STEM principles, concepts, and practices. The committee includes members with knowledge and expertise in areas of STEM education research, practice, and leadership relevant to undergraduate STEM education.
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From page 19... ...
Present a framework for equitable and effective teaching that includes attention to • Approaches to and guidelines for evidence-based, inclusive teaching; • Equitable and effective teaching practices for different modes of teaching (e.g., in-person, online, blended and hybrid teaching) , and different educational contexts (e.g., two-year colleges, hybrid pro gram, research institutions)
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From page 20... ...
The Learners The committee takes a broad view of who counts as an undergraduate STEM student, and includes those taking a single course, seeking a certificate, or working toward a degree. We included students preparing for careers in fields heavily dependent on STEM knowledge and skills (such as nurses, medical doctors and technicians, biotech workers, scientists, mathematicians, and engineers)
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From page 21... ...
All of these elements of identity impact student learning experiences. Throughout the report we refer to students who belong to one or more of these groups as underserved, in recognition of the ways that people who hold these identities have typically not been the primary audience of STEM education and traditional STEM instructional practices do not leverage the knowledges, backgrounds, experiences, and interests to help them succeed.
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From page 22... ...
In addition, an equitable system rewards instructors for effective teaching and provides them with the resources they need to successfully educate all of their students. An effective undergraduate STEM education system is one in which all students demonstrate learning and most, if not all, students have the opportunities and the resources to meet desired learning objectives.
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From page 23... ...
We reflected on the extensive work done in these areas and drew on this and our own expertise to identify a set of tenets that delineate equitable and effective teaching approaches for instructors of undergraduates in STEM. These tenets became the seven Principles for Equitable and Effective Teaching (see Box 1-2)
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From page 24... ...
The committee recognized that this part of the charge could be interpreted as a series of issues related to individual STEM courses; however, we concluded that achieving equitable and effective STEM learning experiences for students requires a broader frame. The committee concluded that to fully address this charge, the report needed to consider the culture and structures of the academic unit and institutions in which teaching and learning occur as well as the wide variety of disciplines, program structures, and course formats in which undergraduate STEM education happens.
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From page 25... ...
. THE COMMITTEE'S VISION FOR EQUITABLE AND EFFECTIVE STEM EDUCATION The committee envisions a system in which all undergraduate STEM students experience 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.
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From page 26... ...
The culture and dynamics of the learning environment and interpersonal interactions are also important. The challenge of achieving equitable and effective teaching is also partly a journey of helping the higher education community redefine the roles and goals of teaching and, in so doing, identify the equity-based behaviors currently missing from common current notions of effective teaching.
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From page 27... ...
REPORT ORGANIZATION The report includes ten chapters that together explore the context of our system of higher education; explain the Principles for Equitable and Effective Teaching; and describe changes that are needed to the system to make undergraduate education equitable and effective to benefit all students. Chapter 2 presents a brief overview of the institutional context for undergraduate STEM learning in the United States.
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From page 28... ...
Chapter 8 explores ongoing professional learning for the instructors who teach STEM to undergraduates as well as the preparation of future faculty. Chapter 9 discusses the role of institutionallevel policies and procedures in supporting action toward system change, including the ways that data can inform decision making and the way that thoughtful policies can support equitable and effective teaching.
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