Transforming Undergraduate STEM Education Supporting Equitable and Effective Teaching (2025) / Chapter Skim
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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 experiences for students.
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Educating them so that they can contribute to societal efforts to meet the demands of the 21st century requires re-evaluating instructional practices in STEM and improving the learning experiences of undergraduate students in STEM courses and programs. 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.
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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.
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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.
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MEASURING AND ADVANCING SYSTEM CHANGE Using these Principles to improve undergraduate teaching and learning in STEM will require a commitment from, and collaboration of, stakeholders ranging from individual instructors to leaders of STEM academic units and higher education institutions. 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 Prepublication copy, uncorrected proofs
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For example, in some academic units, instructors teaching courses that are foundational, have large enrollments, or that are designed for non-major learners are not treated with the same respect as those who teach upper-level courses focused on students majoring in the discipline. This culture can be changed; instruction and student learning can become central values.
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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. Key to achieving this vision is that all instructors have the knowledge, skills, and motivation to create welcoming, student-centered STEM courses that are built on what is known about how students learn and about the environments in which all students can succeed.
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to create the professional learning, support, and guidance that instructors will need to equitably and effectively use their products. Valuing and Supporting Instructors 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 compensation.
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They should work to change cultures so that all participants are encouraged and supported in meaningful professional learning and development activities focused on teaching, learning, course design, and creating an equitable learning environment that embraces and promotes equitable and effective teaching. 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.
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Once hired, instructors should receive mentoring related to equitable and effective teaching and be provided with opportunities to engage in ongoing professional learning and development. Recommendation 9: Academic unit leaders should use the Principles for Equitable and Effective Teaching as professional standards that form the basis of teaching evaluation processes.
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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 towards a credential, especially obstacles that disproportionately impact students who are members of underserved groups. Prepublication copy, uncorrected proofs
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• Offer events that showcase and disseminate practices, tools, data, and research related to implementing equitable and effective teaching. • Cultivate professional learning and development communities for current and future instructors and encourage academic units to do the same.
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