Transforming Undergraduate STEM Education Supporting Equitable and Effective Teaching (2025) / Chapter Skim
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1 Introduction
1 Introduction
Pages 14-30
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From page 14... ...
Combined, these two factors have major consequences individuals and for society as a whole. Currently, commonly-used teaching practices in undergraduate STEM education, held in place by related institutional policies and practices, alongside inequities across the system as a whole contribute to a situation in which membership in a marginalized group is frequently Prepublication copy, uncorrected proofs
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From page 15... ...
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 16... ...
This report conceives of equitable and effective teaching as the provision of learning experiences that are student centered, where course goals are made clear to the students, the students' role in their own learning is recognized, and students have agency to engage in the course material in ways that respect their identities. These student-centered evidence-based approaches help students best leverage their prior experiences, talents, and skills to complete a STEM education aligned with Prepublication copy, uncorrected proofs
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From page 17... ...
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 18... ...
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 19... ...
INTERPRETING THE CHARGE AND CONDUCTING THE STUDY The Committee on Equitable and Effective Teaching in Undergraduate STEM Education was convened by the Board on Science Education (BOSE) , part of the National Academies of Sciences, Engineering, and Medicine (National Academies)
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From page 20... ...
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 program, research institutions)
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From page 21... ...
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 towards 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 22... ...
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 23... ...
Defining Equitable and Effective The committee defines an equitable undergraduate STEM education system as one that provides all students with the support they need to succeed, as measured by achievement of clearly communicated learning objectives. In an equitable learning environment, factors such as race, gender, disability status, and socio-economic status do not impact the rate at which students meet the learning objectives.
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From page 24... ...
An equitable and effective undergraduate STEM education does not come at the expense of excellence; the focus is on helping all students learn and understand STEM concepts and be able to use them in practical ways. The term inclusive, which appears in the study charge, is a related concept that the committee considers as a key component of an equitable education.
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From page 25... ...
The committee approached this task by considering the multiple lines of evidence related to teaching and learning in undergraduate STEM education that have emerged over the past 30–40 years. There is now a robust body of evidence related to learning in the STEM disciplines that the committee leveraged Prepublication copy, uncorrected proofs
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From page 26... ...
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 Prepublication copy, uncorrected proofs
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From page 27... ...
. 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 28... ...
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 29... ...
REPORT ORGANIZATION The report includes 10 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 30... ...
Additionally, it provides specific recommendations for action to advance equitable and effective practices in the future, as well as identifying areas in need of further research to advance our knowledge base to allow future improvements. Prepublication copy, uncorrected proofs
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