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Pages 1-6

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From page 1...
... The committee approached its review of research on undergraduate STEM education from the viewpoint that all students who are interested in a STEM credential should be enabled to make an informed decision about whether a STEM degree is the right degree choice for them; afforded the opportunity to earn the degrees they seek with a minimum of obstacles; and supported by faculty, advisers, mentors, and institutional policies rather than being or perceiving themselves as being pushed out of STEM majors. A diverse range of students take varied paths to earn STEM degrees.
From page 2...
... However, existing data systems make it difficult to track students seeking STEM degrees because they focus on first-time, full-time students; such students account for a minority of the under­ raduate g population. And the diversity of pathways, even for those who may successfully complete STEM degrees, raises serious practical questions about the validity of the accountability metrics being used or proposed for higher education institutions.
From page 3...
... The prominent practice of undertaking piecemeal reform efforts has typically been shown to be unsuccessful because these efforts do not attend to complex pathways being taken to earn STEM degrees, the challenges the students face along those pathways, and the policy environments in which these challenges are addressed. To address the needs of STEM students, colleges, universities, federal agencies, professional organizations, state and federal policy makers, accrediting agencies, foundations, and STEM departments need to work together, across their individual structures, to create comprehensive and lasting improvements to undergraduate STEM education.
From page 4...
... undergraduate STEM education will require a series of interconnected and evidence-based ap proaches to create systemic organizational change for student success. CONCLUSION 6 Improving undergraduate science, technology, engi neering, and mathematics education for all students will require a more systemic approach to change that includes use of evidence to support institutional decisions, learning communities and faculty development networks, and partnerships across the education system.
From page 5...
... students can be informed by and inte grated into work on more systemic reforms in undergraduate STEM education to more equitably serve their student populations. RECOMMENDATION 9 Disciplinary departments, institutions, uni versity associations, disciplinary societies, federal agencies, and accred iting bodies should work together to support systemic and long-lasting changes to undergraduate science, technology, engineering, and math ematics education.

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