Transforming Undergraduate STEM Education Supporting Equitable and Effective Teaching (2025) / Chapter Skim
Currently Skimming:

10 Recommendations for Current Action and Future Research
Pages 245-264

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 245...
... This work demands the support of academic units and institutional leadership. Focused attention on examining and improving the coherence of learning goals across course sequences, programs, and majors can (a)
From page 246...
... However, together these changes have a high likelihood to help achieve a system in which all undergraduate STEM students experience equitable and effective learning experiences, feel belonging, and have the opportunity to succeed in their STEM courses and programs regardless of their identity or background. The committee therefore authored recommendations for action that span the range of levels and actors in higher education.
From page 247...
... Widespread use of teaching strategies that are not supported by research have contributed to the disparities in opportunity and outcomes for undergraduate STEM students. Recent changes in the demographics of the student population and pressures on higher education to meet the demands of the 21st century STEM workplace underscore the need to re-evaluate instructional practices in STEM and improve the learning experiences of undergraduate students in STEM courses.
From page 248...
... Academic units hold collective responsibility for ensuring that instructors working under their auspices have the resources and supports they need to provide equitable and effective undergraduate STEM learning experiences, and that all learning experiences overseen by the academic unit, including courses, assessments,
From page 249...
... Recommendation 2: Members of academic units collectively should take responsibility for reviewing the portfolio of courses offered and the sequencing of courses using the Principles for equitable and effective teaching. They should work collectively to define clear course and pro gram learning outcomes and use them to refine and revise the content and pedagogy of course sequences and individual courses.
From page 250...
... to create the professional learning, support, and guidance that instructors will need to equitably and effectively use their products. RECOMMENDATIONS FOR VALUING AND SUPPORTING INSTRUCTORS Changes to courses and instruction as recommended in the previous section require that academic units and institutions value teaching itself and the efforts instructors make to learn about and provide equitable learning experiences for students.
From page 251...
... Graduate students and postdoctoral scholars need professional learning and development to prepare for potential roles as future faculty in addition to professional learning and development related to any existing roles as instructors or teaching assistants. Recommendation 4: Academic unit and institutional leaders should support participation of all instructors in professional learning and development grounded in the Principles for Equitable and Effective Teaching by providing resources, encouragement, and financial com pensation.
From page 252...
... When teaching, graduate students and postdoctoral scholars should be supported by a mentor who has expertise in the use of the Principles to support equitable and effective teaching. Recommendation 7: Academic unit leaders should develop policies and practices that value, recognize, and reward equitable and effective teaching.
From page 253...
... Institutional efforts to support continuous improvement are complex and require action on multiple levels within the institution as well as support and guidance from national actors such as funders and researchers with specialized expertise or resources. The following recommendations provide actions for leaders of institutions and academic units (Recommendations 11 and 12)
From page 254...
... Administrators can also analyze and reform policies and practices so that the institutional reward system for faculty, instructors, and academic unit leaders is aligned with the goal of equitable and effective teaching and all stakeholders are supported in change efforts. For example, grades and the approaches to assigning them do not fully convey the complexity and extent of student learning; policies that support student learning and that promote more equitable and effective grading approaches might be explored.
From page 255...
... They should examine data for obstacles and barriers to undergraduate science, technology, engineering, and mathematics learning and apply the Principles for Equitable and Effective Teaching to smooth the educational journeys of their students. Academic units should analyze transition points, course offerings, student experiences, and student outcomes and use the information to remediate obstacles that limit student learning or student progress toward a credential, especially obstacles that disproportionately impact students who are members of underserved groups.
From page 256...
... Because changes are needed by multiple actors and at multiple levels across the system the list of recommended actions is long. While many have already begun work to improve teaching and learning, we provide here some starting points for a few selected key actors who are beginning or ramping up this work: institutional leaders, academic units, and instructors.
From page 257...
... They are also an organizing unit for the instructors who teach these courses. Leaders of academic units can start advancing this work by leading an effort to review curriculum and program learning goals and the structure of STEM programs (Recommendation 2)
From page 258...
... Across these categories, this research should be done in ways that illuminate and provide information about student learning in a wide range of modalities and across institution types. Toward Equitable and Effective Learning Experiences As the classroom becomes more diverse with students from a full range of identity groups, conducting more research and disaggregating data will help instructors better understand how to serve student needs.
From page 259...
... Learning and Grading Higher education has traditionally attempted to use grades to measure learning, but alternative grading approaches may better measure what students learn and their preparation to enter the workforce than traditional methods of assigning grades. Further research could help determine to what extent grades correlate with increased student understanding due to their experiences in courses or reflect differences in knowledge or privilege that students possess when they enter courses.
From page 260...
... Additional studies could provide information that would allow institutions to better support these instructors and their ability to provide equitable and effective learning experiences. The following themes and research questions are examples that could improve understanding of the instructional workforce and its role in equitable and effective teaching and learning.
From page 261...
... • What rewards and incentives, given to faculty either individually or as a group/cohort, contribute to their use of instructional practices that create equitable and effective learning environments for all students? Advancing and Measuring Systemic Change Achieving equitable and effective learning experiences for students requires setting goals and measuring progress toward those goals.
From page 262...
... To what extent have there been increases in non-completion rates due to mental health challenges? Artificial Intelligence and the System of Undergraduate STEM Education Research on generative and other forms of artificial intelligence (AI)
From page 263...
... Looking ahead to the future needs of society, including economic growth and innovation, it is critical to improve understanding of how people learn, to continuously move toward more equitable and effective pedagogies, and to envision and enact ways to achieve changes in the system of higher education to facilitate design of educational experiences that provide more learners 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 access continues to be restricted and not all people have opportunities to experience equitable and effective STEM education.


This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.