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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Imagining the Future of
Undergraduate STEM Education

PROCEEDINGS OF A VIRTUAL SYMPOSIUM

Kerry Brenner, Alexandra Beatty, and Joe Alper, Rapporteurs

Board on Science Education

Board on Higher Education and Workforce

National Academy of Engineering

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THE NATIONAL ACADEMIES PRESS
Washington, DC
www.nap.edu

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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This activity was supported by a contract between the National Academy of Sciences and the National Science Foundation (1935569). Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.

International Standard Book Number–13: 978-0-309-09376-7
International Standard Book Number–10: 0-309-09376-7
Digital Object Identifier: https://doi.org/10.17226/26314

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Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. https://doi.org/10.17226/26314.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
×

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The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president.

The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. John L. Anderson is president.

The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president.

The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine.

Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
×

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Consensus Study Reports published by the National Academies of Sciences, Engineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically include findings, conclusions, and recommendations based on information gathered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task.

Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies.

For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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PLANNING COMMITTEE FOR A SYMPOSIUM ON IMAGINING THE FUTURE OF UNDERGRADUATE EDUCATION1

ANNETTE PARKER (Co-chair), South Central College

BARBARA SCHAAL (Co-chair), Washington University in St. Louis

LEANNE CHUKOSKIE, Qualcomm Institute, University of California, San Diego

KINNIS GOSHA, Morehouse College

NICHOLAS HORTON, Amherst College

RYAN KELSEY, Markle Foundation

KIRK KOLENBRANDER, Southern New Hampshire University

ARTHUR LEE, Chevron Services Company

CATHRYN MANDUCA, Carleton College

CHRISTINE ORTIZ, MIT, Station1

JOSIPA ROKSA, University of Virginia

LYNN A. STEIN, Olin College

MONIQUE UMPHREY, Houston Community College, Northeast

Project Staff

KERRY BRENNER, Senior Program Officer

ELIZABETH T. CADY, Senior Program Officer

TIFFANY E. TAYLOR, Program Officer

LETICIA GARCILAZO GREEN, Research Associate

LAYNE SCHERER, Senior Program Officer

ELIZABETH SUMERLIN, Senior Program Assistant

IVORY DEAN, Program Officer

ALEXANDRA BEATTY, Senior Program Officer

HEIDI SCHWEINGRUBER, Senior Board Director

JOE ALPER, Consulting Writer

___________________

1 The National Academies of Sciences, Engineering, and Medicine’s planning committees are solely responsible for organizing the workshop, identifying topics, and choosing speakers. The responsibility for the published Proceedings of a Workshop rests with the workshop rapporteurs and the institution.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
×

BOARD ON SCIENCE EDUCATION

SUSAN R. SINGER (Chair), Vice President for Academic Affairs, Provost, Rollins College

SUE ALLEN, Maine Mathematics and Science Alliance

MEGAN BANG, Learning Sciences, Northwestern University

VICKI L. CHANDLER, Provost, Minerva Schools at Keck Graduate Institute

SUNITA V. COOKE, Superintendent and President, MiraCosta College

MAYA M. GARCIA, Science Content Specialist, Colorado Department of Education

RUSH HOLT, CEO Emeritus, American Association for the Advancement of Science

TONYA MATTHEWS, CEO, International African American Museum

WILLIAM PENUEL, School of Education, University of Colorado Boulder

STEPHEN L. PRUITT, President, Southern Regional Education Board

K. RENAE PULLEN, K–6 Science Curriculum Instructional Specialist, Caddo Parish Schools, Louisiana

K. ANN RENNINGER, Social Theory and Social Action, Swarthmore College

MARCY H. TOWNS, Bodner-Honig Professor of Chemistry, Purdue University

DARRYL N. WILLIAMS, Senior Vice President, Science and Education, The Franklin Institute

HEIDI SCHWEINGRUBER (Director)

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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BOARD ON HIGHER EDUCATION AND WORKFORCE

KUMBLE R. SUBBASWAMY (Chair), University of Massachusetts, Amherst

JAIME CURTIS-FISK, The Dow Chemical Company

MARIELENA DESANCTIS, Denver Community College

JOAN FERRINI-MUNDY, University of Maine, Orono

GABRIELA GONZALEZ (NAS), Louisiana State University

TASHA R. INNISS, Spelman College

KATE STOLL, MIT Washington, DC Office

MEGHNA TARE, University of Texas at Arlington

THOMAS RUDIN (Director [until November, 2020])

LEIGH MILES JACKSON (Acting Director [May 2021 until August, 2021])

TOM ARRISON (Acting Co-Director)

MARILYN BAKER (Acting Co-Director)

Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Acknowledgments

The National Academies of Sciences, Engineering, and Medicine’s Board on Science Education and Board on Higher Education and Workforce thank the National Science Foundation for its support of this symposium and wish to express their sincere gratitude to the planning committee co-chairs Annette Parker and Barbara Schaal for their valuable contributions to the development and orchestration of this virtual symposium. We also wish to thank all the members of the planning committee, who collaborated to ensure a symposium complete with informative presentations and rich discussions. Finally, we want to thank the speakers and moderators, who generously shared their expertise and their time with symposium participants.

This Proceedings of a Symposium was reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process.

We thank the following individuals for their review of this proceedings: Margaret E. Beier, Department of Psychological Sciences, Rice University, and James E. Swartz, Center for Science and the Liberal Arts, Grinnell College.

Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the content of the proceedings nor did they see the final draft before its release. The review

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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of this proceedings was overseen by Emily Miller. She was responsible for making certain that an independent examination of this proceedings was carried out in accordance with standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the rapporteurs and the National Academies.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Acronyms and Abbreviations

ADL U.S. Government’s Advanced Distributed Learning Program
ANAPISI Asian American, Native American, and Pacific Islander-Serving Institution
HBCU Historically Black College and University
HSI Hispanic-Serving Institution
MSI Minority-Serving Institution
NSF National Science Foundation
SACNAS Society for Advancement of Chicanos/Hispanics and Native Americans in Science
STEM Science, Technology, Engineering, and Mathematics
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Page xiii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
×
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2022. Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium. Washington, DC: The National Academies Press. doi: 10.17226/26314.
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In November 2020, the National Academies of Sciences, Engineering, and Medicine convened a multi-day virtual symposium on imaging the future of undergraduate STEM education. Speakers and participants pondered the future and the past and shared their goals, priorities, and dreams for improving undergraduate STEM education. Expert speakers presented information about today's students and approaches to undergraduate STEM education, as well as the history of transformation in higher education. Thoughtful discussions explored ideas for the future, how student-centered learning experiences could be created, and what issues to consider to facilitate a successful transformation. This publication summarizes the presentation and discussion of the symposium.

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