Education

Consensus

Download PDF

Paperback - $20.70
Ebook - $17.09

Request an exam or desk copy

Individuals and families across the United States face growing challenges in accessing timely, high-quality primary care, which is essential to overall health and well-being. The delivery of such care is becoming more complex, placing undue strain on primary care clinicians and exacerbating existing workforce shortages.

A National Academies committee recently examined the inputs and functions needed for interprofessional teams to successfully and sustainably deliver high-quality primary care. The committee concluded the nation must support the primary care workforce through appropriate and supportive payment; hold payers, states, and health systems accountable in ensuring that such payment reaches primary care practices; and sufficiently train an interprofessional workforce. This report offers nine specific recommendations for how federal agencies and other key players can better support the provision of high-quality, interprofessional, team-based primary care.

Publication information

58 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-99564-7
ISBN Ebook: 0-309-99565-5
DOI: https://doi.org/10.17226/29226

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Building a Workforce to Develop and Sustain Interprofessional Primary Care Teams. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $26.10
Ebook - $21.59

Buy the book

Request an exam or desk copy

Active shooter drills have become a standard practice in nearly all U.S. schools, yet their potential impact on students and educators has received limited attention. School Active Shooter Drills: Mitigating Risks to Mental, Emotional, and Behavioral Health explores how these drills are conducted and how to reduce potential harm while supporting school safety. Developed by a committee of experts in education, school safety, public health, pediatrics, child and adolescent development, psychiatry, psychology, neuroscience, public policy, and criminology, this report provides an in-depth review of current practices and offers guidance. The report provides suggestions for implementing practices that promote prevention and preparedness while supporting well-being, and foster learning environments where students and staff feel safe, capable, and supported.

School Active Shooter Drills finds that while drills aim to enhance preparedness, they often vary dramatically in intensity and design, from simple safety walk-throughs to unannounced, high-simulation events. Such inconsistencies can heighten anxiety, distress, and confusion, especially among vulnerable student populations. The report underscores that developmentally appropriate, trauma-informed practices are essential, and drills involving realistic simulations or deception should be avoided entirely.

School Active Shooter Drills outlines actionable recommendations for state and local policymakers, school leaders, researchers, and federal agencies, including banning harmful practices, supporting staff training, ensuring equitable inclusion, and increasing access to mental health resources. This report also calls for national guidance and sustained research to strengthen the evidence base and help schools foster safe, inclusive, and supportive learning environments so that schools not only prepare students and staff for emergencies but also protect their mental, emotional, and behavioral well-being.

Additional materials

Interactive Overview

Publication information

422 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-99198-6
ISBN Ebook: 0-309-99199-4
DOI: https://doi.org/10.17226/29105

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. School Active Shooter Drills: Mitigating Risks to Mental, Emotional, and Behavioral Health. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $21.60
Ebook - $17.99

Buy the book

Request an exam or desk copy

In recent years, concerns have grown about foreign actors exploiting the openness of the U.S. research ecosystem to misappropriate scientific and technological information to enhance their nations' scientific, economic, and military capabilities. Research security requirements for academic institutions currently include research security training, disclosure of funding sources in applications for federal research and development awards, and the development of comprehensive research security plans focused on cybersecurity, foreign travel security, insider threat awareness training, and export control training and compliance. These requirements are being implemented, and additional requirements are being contemplated.

To consider the impacts of current and potential research security requirements, the National Academies of Sciences, Engineering, and Medicine convened a workshop on May 22-23, 2025, in Washington, DC. The event focused on potential measures of effectiveness and performance and the data needed to assess research security and protection efforts in higher education by a range of federal agencies. This proceedings describes the presentations and discussions at the workshop.

Publication information

112 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-59915-6
ISBN Ebook: 0-309-59916-4
DOI: https://doi.org/10.17226/29241

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing Research Security Efforts in Higher Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $43.20
Ebook - $35.09

Buy the book

Request an exam or desk copy

Out-of-School Time (OST) programs play a crucial role in child and youth development, serving as a bridge between school, home, and the community. They offer structured environments where young people can engage in meaningful activities, build relationships, and develop essential life skills. OST programs foster personal growth, academic support, career exploration, and social-emotional development. Since the release of the National Academies' 2002 foundational report, Community Programs for Youth Development (the "Blue Book"), OST programs have evolved significantly.

The Future of Youth Development examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base. The conclusions and recommendations of The Future of Youth Development will guide and support a sustainable OST system that meets the evolving needs of young people across the country.

Additional materials

Interactive Overview

Publication information

498 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72185-7
ISBN Ebook: 0-309-72186-5
DOI: https://doi.org/10.17226/27833

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Request an exam or desk copy

The public colleges and universities established in 1862, 1890, and 1994 as part of the land-grant system have historically played an important role in bringing the assets of institutions of higher education to bear on the public good. This report describes how the land-grant institutions can increase their collective impact for the public good by growing their institution-wide capacity to partner with each other, with communities, and with organizations across different sectors of society.

The report concludes that developing successful collaborative platforms require authentic engagement and long-term relationship building between universities and their partners. It found that a network of organizations, faculty members, and university professionals invested in supporting engagement and collaboration is emerging on campuses, states, and nationally. Among other roles, they act as catalysts for and facilitators of collaboration, help colleges and universities learn from collaborations, and seek to develop appropriate metrics of outcomes and impact with the input of invested partners. To encourage and sustain the involvement of more academic units from across the land-grant institution in collaborative activity, university leadership can establish infrastructure, incentives, rewards, and other supports. The intention is to move the institutional culture to embrace external engagement as a means of aligning their academic programs with public values. By strengthening collaboration and embedding public purpose into research, teaching, and extension, land-grant institutions can generate more meaningful outcomes for society.

Publication information

100 pages · 7 x 10 ·
ISBN Ebook: 0-309-09914-5
DOI: https://doi.org/10.17226/29092

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Fulfilling the Public Mission of the Land-Grant System: Building Platforms for Collaboration and Impact. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Diagnostic errors are a significant patient safety concern, impacting millions of people across the United States each year. Strengthening education and training for all health care professionals involved in the diagnostic process is essential to improving diagnostic accuracy, timeliness of treatment, and patient outcomes.

In April 2025, the National Academies Forum on Advancing Diagnostic Excellence hosted a public workshop to examine approaches to strengthening health care professional education and training in diagnosis. Speakers explored key topics such as improving diagnostic reasoning for trainees and educators, promoting the appropriate use of diagnostic tests and technologies, fostering patient-centered communication, and advancing interprofessional collaboration. This Proceedings of a Workshop-In Brief highlights the presentations and discussions that occurred at the workshop.

Publication information

19 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99468-3
DOI: https://doi.org/10.17226/29203

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Advancing Health Care Professional Education and Training in Diagnostic Excellence: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

People, communities, and nature are directly and indirectly affected by long-term shifts in the environment. Transformative action is necessary to respond to these shifts and infuse sustainable practices throughout affected sectors and communities. Higher education institutions are central in identifying sustainable and resilient paths forward that incorporate fundamental research, workforce development, education, and community engagement.

On February 5, 2025, the National Academies of Sciences, Engineering, and convened a public workshop to build upon national dialogues and explore additional mechanisms to advance the role of the higher education sector in supporting sustainability and resilience. The Board on Higher Education and Workforce, in collaboration with the National Academies Climate Crossroads initiative, brought together higher education stakeholders to share visions of collaboration and success, possible frameworks for cooperation and implementation, and potential partners for sustainability and resilience initiatives - including surrounding communities, industry, and state and local government. This publication summarizes the presentation and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99444-6
DOI: https://doi.org/10.17226/29177

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Higher Education's Path to Sustainability and Resilience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Research shows that sexual harassment can cause harm to not only the survivor of sexual harassment but also the person accused of the harassing behavior and the community in which the harassment has occurred. Given many institutions' primary focus on compliance processes and relative lack of attention to addressing the harm experienced by different individuals as a result of the harassment, there is a pressing need for work that elucidates the resources that currently exist and the resources that are still needed to address that harm.

Synthesizing research, case studies, and archival data from the Action Collaborative's repository of novel work on the topic, this paper explores the harms that can occur as a result of sexual harassment at institutions of higher education, and the resources that exist to remedy those harms. The paper reviews how, at a high level, these laws, policies, and regulations may influence what the remediation of sexual harm can entail, including a brief history of how institutions have approached their remediation efforts in the past, followed by a discussion of the current landscape of efforts to assist various individuals harmed directly or indirectly by sexual harassment over the course of the institutional response process.

Additional materials

Completed Remediation Efforts Matrix to Support Remediating Sexual Harassment-Based Harm

Publication information

76 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09929-3
DOI: https://doi.org/10.17226/29095

Suggested citation

Frasca, T., Alvarado, I., Bühlmann, P., and Hutchison, E. 2025. Identifying Gaps in Sexual Harassment Remediation Efforts in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Additional materials

Interactive Overview

Publication information

388 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI: https://doi.org/10.17226/28268

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

The Scholarship of Teaching and Learning (SOTL) is a systematic and evidence-based approach to examining teaching and improving learning that is openly shared. In the summer and fall of 2024, the National Academies Global Forum on Innovation in Health Professional Education held a public workshop series exploring current and future applications of SOTL to health professional education and elevating its critical value for advancing health professional workforce development across the education to practice continuum. This Proceedings of a Workshop highlights the presentations and discussions that occurred at the workshop.

Publication information

102 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-09902-1
ISBN Ebook: 0-309-09903-X
DOI: https://doi.org/10.17226/29089

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Innovating Scholarship of Teaching and Learning in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Postdoctoral scholars are particularly vulnerable to sexual harassment because of their early career stage, a lack of clear institutional policies, and dyadic relationships with their advisors, among other factors. Recent surveys and listening sessions have reiterated this issue, indicating that workplace bullying, harassment, and discrimination are chief concerns to postdoctoral scholars and that power imbalances are a cross-cutting theme contributing to harassment, bullying, and questionable behaviors by mentors and principal investigators. It is within environments of generalized disrespect and incivility that much sexual harassment occurs.

This issue paper builds on the findings and recommendations in the 2018 report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine by providing more information related to implementing the report’s recommendation to diffuse the hierarchical and dependent relationships between faculty and their trainees (e.g., students, postdoctoral fellows, residents). Through this paper, individual scholars, higher education leaders, and practitioners from the Action Collaborative’s Response Working Group describe key institutional considerations and challenges in supporting postdoctoral scholars experiencing sexual harassment in higher education.

Publication information

84 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73295-6
DOI: https://doi.org/10.17226/28852

Suggested citation

Gary, S., A. Allison, S. Burton, C. Cuthbert-Martinez, L. J. McKown, and S. Rankin. 2025. Considerations for Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $16.20
Ebook - $13.49

Buy the book

Request an exam or desk copy

Since its inception, NASA's Science Activation program has demonstrated considerable success in leveraging the agency's strong public reputation and resources to engage a diversity of audiences in science education projects nationwide. As the program nears the end of this second five-year funding cycle, NASA tasked the National Academies with reviewing its progress and making strategic recommendations for its next round of funding. This consensus study report reflects on the successes of the past few years, addresses persistent challenges, and outlines a pathway forward for Science Activation.

Publication information

102 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72749-9
ISBN Ebook: 0-309-72750-2
DOI: https://doi.org/10.17226/27989

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI: https://doi.org/10.17226/28269

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The Roundtable on Mentorship, Well-being, and Professional Development convened a workshop on October 28 and 29th, 2024 to explore how the well-being, professional development, and interpersonal and mentoring relationships of graduate students, postdoctoral scholars, and faculty are affected by national and global events, cultural shifts, and legal changes.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09918-8
DOI: https://doi.org/10.17226/29093

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Mentorship, Well-Being, and Professional Development in Times of Societal Change and Institutional Disruptions: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

As of August 2024, dozens of bills across more than half of the U.S. had introduced legislation limiting or prohibiting diversity, equity, and inclusion (DEI) efforts in academia. The National Academies Roundtable on the Promotion of Health Equity hosted a public hybrid workshop in October 2024 to explore the effects of the changing DEI legislation and policies landscape on the health care and public health workforce. Presenters gave special focus to the impact of changes on medical and public health training, curriculum, research, and recruitment, and highlighted potential solutions for mitigating adverse effects of policy changes. This Proceedings of a Workshop-in Brief highlights the presentations and discussions that occurred at the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73559-9
DOI: https://doi.org/10.17226/29075

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Exploring the Changing Diversity, Equity, and Inclusion Legislation and Policy Landscape and Its Impact on Health and Public Health's Workforce, Education, Training, and Research: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.

Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Additional materials

Interactive Overview

Publication information

434 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69950-9
ISBN Ebook: 0-309-69951-7
DOI: https://doi.org/10.17226/26859

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Equity in K-12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

The complex challenges facing society today call for new ways of doing research that bring researchers, policy makers, community leaders and members, industry stakeholders, and others together to identify evidence needs, contribute different kinds of knowledge and expertise, and use evidence to accomplish shared goals. Although momentum is building toward a research enterprise that more routinely enables and rewards this type of collaboration, the development of institutional capacities to support diverse forms of engaged research have not kept pace with the need for them.

To explore opportunities for engaged and societally impactful scholarship, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine convened a workshop, Building Institutional Capacity for Engaged Research in Washington, D.C, held online on June 13 and 14, 2024. A diverse set of leaders and stakeholders from across the research ecosystem shared actionable ideas and innovations that participants could use for building institutional capacity for engaged research in their own in their own institutions and settings and proposed concrete ideas for coordination and capacity building to advance engaged research. This publication summarizes the presentations and discussion of the workshop.

Additional materials

Interactive Overview

Publication information

118 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73033-3
ISBN Ebook: 0-309-73034-1
DOI: https://doi.org/10.17226/28337

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Building Institutional Capacity for Engaged Research: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

As part of their ongoing work, the Board on Higher Education and Workforce and the Roundtable on Mentorship, Well-being, and Professional Development of the National Academies of Sciences, Engineering, and Medicine convened an in-person and online workshop on Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem on April 30, 2024, on the campus of Duke University in Durham, North Carolina. The workshop sought to highlight the roles senior leaders (e.g., presidents, provosts, and deans) play in embodying an equitable research ecosystem - sharing strategies and resources and allowing participants to develop actionable plans that integrate mentorship, well-being, and professional development for graduate and professional students and postdoctoral scholars. This publication summarizes the presentations and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73373-1
DOI: https://doi.org/10.17226/28908

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The National Academies of Sciences, Engineering, and Medicine's Forum for Children's Well-Being hosted an implementation summit on June 13, 2024, titled "Implementing a New Vision for High-Quality Preschool Curriculum." This event brought together a diverse group of thought leaders, researchers, policymakers, leaders from nonprofit and professional associations, educators, as well as community representatives. They gathered to build on the recommendations from the National Academies report, A New Vision for High-Quality Preschool Curriculum.

Together, participants discussed the translation of the report's recommendations into actionable next steps, focusing on advancing equity and excellence in preschool curricula. Through dynamic panel discussions and interactive sessions, participants explored models of curriculum development, implementation, and evaluation, highlighting the importance of culturally responsive practices, evidence-based approaches, and systemic support for educators.

Publication information

12 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-72895-9
DOI: https://doi.org/10.17226/28031

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Implementing a New Vision for High-Quality Preschool Curriculum: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

On September 13 and 14, 2022, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a workshop entitled Foundations of Data Science for Students in Grades K–12. Speakers and participants explored the rapidly growing field of K-12 data science education, by surveying the current landscape, surfacing what is known, and identifying what is needed to support student learning, develop curriculum and tools, and prepare educators. To support these conversations, four papers were commissioned and discussed during the workshop. This publication summarizes the presentations and discussion of the workshop.

Publication information

152 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69815-4
ISBN Ebook: 0-309-69816-2
DOI: https://doi.org/10.17226/26852

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

The education landscape in the United States has been changing rapidly in recent decades: student populations have become more diverse; there has been an explosion of data sources; there is an intensified focus on diversity, equity, inclusion, and accessibility; educators and policy makers at all levels want more and better data for evidence-based decision making; and the role of technology in education has increased dramatically. With awareness of this changed landscape the Institute of Education Sciences at the U.S. Department of Education asked the National Academies of Sciences, Engineering, and Medicine to provide a vision for the National Center for Education Statistics (NCES)—the nation's premier statistical agency for collecting, analyzing, and disseminating statistics at all levels of education.

A Vision and Roadmap for Education Statistics (2022) reviews developments in using alternative data sources, considers recent trends and future priorities, and suggests changes to NCES's programs and operations, with a focus on NCES's statistical programs. The report reimagines NCES as a leader in the 21st century education data ecosystem, where it can meet the growing demands for policy-relevant statistical analyses and data to more effectively and efficiently achieve its mission, especially in light of the Foundations for Evidence-Based Policymaking Act of 2018 and the 2021 Presidential Executive Order on advancing racial equity. The report provides strategic advice for NCES in all aspects of the agency's work including modernization, stakeholder engagement, and the resources necessary to complete its mission and meet the current and future challenges in education.

Publication information

232 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-27350-1
ISBN Ebook: 0-309-27351-X
DOI: https://doi.org/10.17226/26392

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. A Vision and Roadmap for Education Statistics. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Paperback - $31.46
Ebook - $25.19

Buy the book

Request an exam or desk copy

What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?

Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.

Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools.

This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone—including parents—directly or indirectly involved in the teaching of science.

Additional materials

Publication information

220 pages · 8.25 x 10 · paperback
ISBN Paperback: 0-309-10614-1
ISBN Ebook: 0-309-10615-X
DOI: https://doi.org/10.17226/11882

Suggested citation

National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $48.60
Ebook - $39.59

Buy the book

Request an exam or desk copy

In 2008, the U.S. federal government issued fully approved physical activity guidelines for the first time. The idea that physical activity impacts health can be traced as far back as Hippocrates, and the science around the linkages between physical activity and health has continuously accumulated. On April 14-15, 2015, the Institute of Medicine’s Roundtable on Obesity Solutions held a 2-day workshop to explore the state of the science regarding the impact of physical activity in the prevention and treatment of overweight and obesity and to highlight innovative strategies for promoting physical activity across different segments of the population. This report summarizes the presentations and discussions from this workshop.

Publication information

196 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-37814-1
ISBN Ebook: 0-309-37815-X
DOI: https://doi.org/10.17226/21802

Suggested citation

Institute of Medicine. 2015. Physical Activity: Moving Toward Obesity Solutions: Workshop Summary. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

On April 14-15, 2015, the Roundtable on Obesity Solutions held a 2-day workshop titled "Physical Activity: Moving Toward Obesity Solutions." The goal of the workshop was to provide an expert summary of the state of the science regarding the impact of physical activity in the prevention and treatment of overweight and obesity and to highlight innovative strategies for promoting physical activity across segments of the population. This Workshop in Brief highlights key points made during the presentations and discussion.

Additional materials

Interactive Report Overview

Publication information

6 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-37582-7
DOI: https://doi.org/10.17226/21760

Suggested citation

Institute of Medicine. 2015. Physical Activity: Moving Toward Obesity Solutions: Workshop in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Hardcover - $60.30
Ebook - $49.49

Buy the book

Request an exam or desk copy

The U.S. Department of Defense (DoD) faces short-term and long-term challenges in selecting and recruiting an enlisted force to meet personnel requirements associated with diverse and changing missions. The DoD has established standards for aptitudes/abilities, medical conditions, and physical fitness to be used in selecting recruits who are most likely to succeed in their jobs and complete the first term of service (generally 36 months). In 1999, the Committee on the Youth Population and Military Recruitment was established by the National Research Council (NRC) in response to a request from the DoD. One focus of the committee's work was to examine trends in the youth population relative to the needs of the military and the standards used to screen applicants to meet these needs.

When the committee began its work in 1999, the Army, the Navy, and the Air Force had recently experienced recruiting shortfalls. By the early 2000s, all the Services were meeting their goals; however, in the first half of calendar year 2005, both the Army and the Marine Corps experienced recruiting difficulties and, in some months, shortfalls. When recruiting goals are not being met, scientific guidance is needed to inform policy decisions regarding the advisability of lowering standards and the impact of any change on training time and cost, job performance, attrition, and the health of the force.

Assessing Fitness for Military Enlistment examines the current physical, medical, and mental health standards for military enlistment in light of (1) trends in the physical condition of the youth population; (2) medical advances for treating certain conditions, as well as knowledge of the typical course of chronic conditions as young people reach adulthood; (3) the role of basic training in physical conditioning; (4) the physical demands and working conditions of various jobs in today's military services; and (5) the measures that are used by the Services to characterize an individual's physical condition. The focus is on the enlistment of 18- to 24-year-olds and their first term of service.

Publication information

264 pages · 6 x 9 · hardcover
ISBN Ebook: 0-309-65580-3
DOI: https://doi.org/10.17226/11511

Suggested citation

National Research Council. 2006. Assessing Fitness for Military Enlistment: Physical, Medical, and Mental Health Standards. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The Roundtable on Mentorship, Well-being, and Professional Development convened a workshop on October 28 and 29th, 2024 to explore how the well-being, professional development, and interpersonal and mentoring relationships of graduate students, postdoctoral scholars, and faculty are affected by national and global events, cultural shifts, and legal changes.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09918-8
DOI: https://doi.org/10.17226/29093

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Mentorship, Well-Being, and Professional Development in Times of Societal Change and Institutional Disruptions: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Despite the significant contributions of graduate students and postdoctoral scholars to scientific research, the environments in which they work and learn often offer inconsistent mentorship and professional development opportunities and only intermittently address their mental, financial, and social well-being.

To examine mentorship, well-being, and professional development and the challenge of translating existing mentorship theory into effective interventions, The Roundtable on Mentorship, Well-being, and Professional Development convened a workshop on November 1 and 2, 2023. This publication summarizes the presentation and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-71615-2
DOI: https://doi.org/10.17226/27513

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Mentorship, Well-Being, and Professional Development in STEMM: Addressing the "Knowing-Doing Gap": Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

On September 13 and 14, 2022, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a workshop entitled Foundations of Data Science for Students in Grades K–12. Speakers and participants explored the rapidly growing field of K-12 data science education, by surveying the current landscape, surfacing what is known, and identifying what is needed to support student learning, develop curriculum and tools, and prepare educators. To support these conversations, four papers were commissioned and discussed during the workshop. This publication summarizes the presentations and discussion of the workshop.

Publication information

152 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69815-4
ISBN Ebook: 0-309-69816-2
DOI: https://doi.org/10.17226/26852

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $54.00
Ebook - $44.09

Buy the book

Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success.

Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development.

Additional materials

Press Release

Publication information

222 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-49903-8
ISBN Ebook: 0-309-49904-6
DOI: https://doi.org/10.17226/25603

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2020. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Faculty in science, technology, engineering, and medicine (STEM) are expected to excel in their technical work, teaching, and professional service. Their career advancement is often determined by academic peers evaluating accomplishments in these three areas. Recently, however, there is a growing concern that the evaluation of those accomplishments and traditional incentive systems are misaligned with some of the values and missions of higher education institutions, such as student learning, public engagement, and innovative research. Debates about current advancement systems also point to a body of research on the negative effects of traditional advancement criteria on the academic environment and workforce, including the influence of systemic and individual biases on the promotion and advancement of women and individuals from underrepresented populations.

To examine and potentially re-envision advancement pathways for all STEM faculty, the National Academies of Sciences, Engineering, and Medicine convened academic leaders, scientists, engineers, medical professionals, scholars, philanthropists, and representatives from higher education associations and research funding agencies in October 2019. The Convocation on Re-envisioning Promotion and Advancement for STEM Faculty: Aligning Incentives with Values addressed challenges with the current system of faculty advancement and considered changes to promotion practices. Particular emphasis was placed on aligning faculty reward pathways to institutional and departmental missions and values. This publication highlights the presentation and discussion of the convocation.

Publication information

8 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-67516-2
DOI: https://doi.org/10.17226/25742

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2020. Re-envisioning Promotion and Advancement for STEM Faculty: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $21.60
Ebook - $17.99

Buy the book

Request an exam or desk copy

In recent years, concerns have grown about foreign actors exploiting the openness of the U.S. research ecosystem to misappropriate scientific and technological information to enhance their nations' scientific, economic, and military capabilities. Research security requirements for academic institutions currently include research security training, disclosure of funding sources in applications for federal research and development awards, and the development of comprehensive research security plans focused on cybersecurity, foreign travel security, insider threat awareness training, and export control training and compliance. These requirements are being implemented, and additional requirements are being contemplated.

To consider the impacts of current and potential research security requirements, the National Academies of Sciences, Engineering, and Medicine convened a workshop on May 22-23, 2025, in Washington, DC. The event focused on potential measures of effectiveness and performance and the data needed to assess research security and protection efforts in higher education by a range of federal agencies. This proceedings describes the presentations and discussions at the workshop.

Publication information

112 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-59915-6
ISBN Ebook: 0-309-59916-4
DOI: https://doi.org/10.17226/29241

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing Research Security Efforts in Higher Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Request an exam or desk copy

The public colleges and universities established in 1862, 1890, and 1994 as part of the land-grant system have historically played an important role in bringing the assets of institutions of higher education to bear on the public good. This report describes how the land-grant institutions can increase their collective impact for the public good by growing their institution-wide capacity to partner with each other, with communities, and with organizations across different sectors of society.

The report concludes that developing successful collaborative platforms require authentic engagement and long-term relationship building between universities and their partners. It found that a network of organizations, faculty members, and university professionals invested in supporting engagement and collaboration is emerging on campuses, states, and nationally. Among other roles, they act as catalysts for and facilitators of collaboration, help colleges and universities learn from collaborations, and seek to develop appropriate metrics of outcomes and impact with the input of invested partners. To encourage and sustain the involvement of more academic units from across the land-grant institution in collaborative activity, university leadership can establish infrastructure, incentives, rewards, and other supports. The intention is to move the institutional culture to embrace external engagement as a means of aligning their academic programs with public values. By strengthening collaboration and embedding public purpose into research, teaching, and extension, land-grant institutions can generate more meaningful outcomes for society.

Publication information

100 pages · 7 x 10 ·
ISBN Ebook: 0-309-09914-5
DOI: https://doi.org/10.17226/29092

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Fulfilling the Public Mission of the Land-Grant System: Building Platforms for Collaboration and Impact. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

People, communities, and nature are directly and indirectly affected by long-term shifts in the environment. Transformative action is necessary to respond to these shifts and infuse sustainable practices throughout affected sectors and communities. Higher education institutions are central in identifying sustainable and resilient paths forward that incorporate fundamental research, workforce development, education, and community engagement.

On February 5, 2025, the National Academies of Sciences, Engineering, and convened a public workshop to build upon national dialogues and explore additional mechanisms to advance the role of the higher education sector in supporting sustainability and resilience. The Board on Higher Education and Workforce, in collaboration with the National Academies Climate Crossroads initiative, brought together higher education stakeholders to share visions of collaboration and success, possible frameworks for cooperation and implementation, and potential partners for sustainability and resilience initiatives - including surrounding communities, industry, and state and local government. This publication summarizes the presentation and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99444-6
DOI: https://doi.org/10.17226/29177

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Higher Education's Path to Sustainability and Resilience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Research shows that sexual harassment can cause harm to not only the survivor of sexual harassment but also the person accused of the harassing behavior and the community in which the harassment has occurred. Given many institutions' primary focus on compliance processes and relative lack of attention to addressing the harm experienced by different individuals as a result of the harassment, there is a pressing need for work that elucidates the resources that currently exist and the resources that are still needed to address that harm.

Synthesizing research, case studies, and archival data from the Action Collaborative's repository of novel work on the topic, this paper explores the harms that can occur as a result of sexual harassment at institutions of higher education, and the resources that exist to remedy those harms. The paper reviews how, at a high level, these laws, policies, and regulations may influence what the remediation of sexual harm can entail, including a brief history of how institutions have approached their remediation efforts in the past, followed by a discussion of the current landscape of efforts to assist various individuals harmed directly or indirectly by sexual harassment over the course of the institutional response process.

Additional materials

Completed Remediation Efforts Matrix to Support Remediating Sexual Harassment-Based Harm

Publication information

76 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09929-3
DOI: https://doi.org/10.17226/29095

Suggested citation

Frasca, T., Alvarado, I., Bühlmann, P., and Hutchison, E. 2025. Identifying Gaps in Sexual Harassment Remediation Efforts in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Additional materials

Interactive Overview

Publication information

388 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI: https://doi.org/10.17226/28268

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

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.

Publication information

132 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-09376-7
ISBN Ebook: 0-309-09377-5
DOI: https://doi.org/10.17226/26314

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.

Import this citation to:

Read Online

Download PDF

Paperback - $54.00
Ebook - $44.09

Buy the book

Established in December 2016, the National Academies of Sciences, Engineering, and Medicine's Roundtable on Data Science Postsecondary Education was charged with identifying the challenges of and highlighting best practices in postsecondary data science education. Convening quarterly for 3 years, representatives from academia, industry, and government gathered with other experts from across the nation to discuss various topics under this charge. The meetings centered on four central themes: foundations of data science; data science across the postsecondary curriculum; data science across society; and ethics and data science. This publication highlights the presentations and discussions of each meeting.

Publication information

223 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-67770-X
ISBN Ebook: 0-309-67771-8
DOI: https://doi.org/10.17226/25804

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2020. Roundtable on Data Science Postsecondary Education: A Compilation of Meeting Highlights. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $43.20
Ebook - $35.09

Buy the book

Request an exam or desk copy

Out-of-School Time (OST) programs play a crucial role in child and youth development, serving as a bridge between school, home, and the community. They offer structured environments where young people can engage in meaningful activities, build relationships, and develop essential life skills. OST programs foster personal growth, academic support, career exploration, and social-emotional development. Since the release of the National Academies' 2002 foundational report, Community Programs for Youth Development (the "Blue Book"), OST programs have evolved significantly.

The Future of Youth Development examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base. The conclusions and recommendations of The Future of Youth Development will guide and support a sustainable OST system that meets the evolving needs of young people across the country.

Additional materials

Interactive Overview

Publication information

498 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72185-7
ISBN Ebook: 0-309-72186-5
DOI: https://doi.org/10.17226/27833

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI: https://doi.org/10.17226/28269

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.

Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Additional materials

Interactive Overview

Publication information

434 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69950-9
ISBN Ebook: 0-309-69951-7
DOI: https://doi.org/10.17226/26859

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Equity in K-12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Behavioral threat assessment is a step-by-step process for evaluating individuals who threaten harm to others, making systematic judgments about the seriousness of the threat based on case-specific and dynamic risk factors, and identifying interventions necessary to support the individuals and reduce risk for harming others. On September 3 and 4, 2024, the National Academies of Sciences, Engineering, and Medicine held a workshop on K-12 Behavioral Threat Assessment Efficacy and Implementation Evaluation Research sponsored by the U.S. Secret Service's National Threat Assessment Center. The workshop was designed to explore existing literature on behavioral threat assessment, examine best practices and challenges to implementation, and identify future research needs. This publication summarizes the presentations and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-72711-1
DOI: https://doi.org/10.17226/27980

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. K-12 Behavioral Threat Assessment Efficacy and Implementation Evaluation Research: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

Individuals and families across the United States face growing challenges in accessing timely, high-quality primary care, which is essential to overall health and well-being. The delivery of such care is becoming more complex, placing undue strain on primary care clinicians and exacerbating existing workforce shortages.

A National Academies committee recently examined the inputs and functions needed for interprofessional teams to successfully and sustainably deliver high-quality primary care. The committee concluded the nation must support the primary care workforce through appropriate and supportive payment; hold payers, states, and health systems accountable in ensuring that such payment reaches primary care practices; and sufficiently train an interprofessional workforce. This report offers nine specific recommendations for how federal agencies and other key players can better support the provision of high-quality, interprofessional, team-based primary care.

Publication information

58 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-99564-7
ISBN Ebook: 0-309-99565-5
DOI: https://doi.org/10.17226/29226

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Building a Workforce to Develop and Sustain Interprofessional Primary Care Teams. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Diagnostic errors are a significant patient safety concern, impacting millions of people across the United States each year. Strengthening education and training for all health care professionals involved in the diagnostic process is essential to improving diagnostic accuracy, timeliness of treatment, and patient outcomes.

In April 2025, the National Academies Forum on Advancing Diagnostic Excellence hosted a public workshop to examine approaches to strengthening health care professional education and training in diagnosis. Speakers explored key topics such as improving diagnostic reasoning for trainees and educators, promoting the appropriate use of diagnostic tests and technologies, fostering patient-centered communication, and advancing interprofessional collaboration. This Proceedings of a Workshop-In Brief highlights the presentations and discussions that occurred at the workshop.

Publication information

19 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99468-3
DOI: https://doi.org/10.17226/29203

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Advancing Health Care Professional Education and Training in Diagnostic Excellence: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

The Scholarship of Teaching and Learning (SOTL) is a systematic and evidence-based approach to examining teaching and improving learning that is openly shared. In the summer and fall of 2024, the National Academies Global Forum on Innovation in Health Professional Education held a public workshop series exploring current and future applications of SOTL to health professional education and elevating its critical value for advancing health professional workforce development across the education to practice continuum. This Proceedings of a Workshop highlights the presentations and discussions that occurred at the workshop.

Publication information

102 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-09902-1
ISBN Ebook: 0-309-09903-X
DOI: https://doi.org/10.17226/29089

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Innovating Scholarship of Teaching and Learning in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $16.20
Ebook - $13.49

Buy the book

Request an exam or desk copy

Since its inception, NASA's Science Activation program has demonstrated considerable success in leveraging the agency's strong public reputation and resources to engage a diversity of audiences in science education projects nationwide. As the program nears the end of this second five-year funding cycle, NASA tasked the National Academies with reviewing its progress and making strategic recommendations for its next round of funding. This consensus study report reflects on the successes of the past few years, addresses persistent challenges, and outlines a pathway forward for Science Activation.

Publication information

102 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72749-9
ISBN Ebook: 0-309-72750-2
DOI: https://doi.org/10.17226/27989

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

As of August 2024, dozens of bills across more than half of the U.S. had introduced legislation limiting or prohibiting diversity, equity, and inclusion (DEI) efforts in academia. The National Academies Roundtable on the Promotion of Health Equity hosted a public hybrid workshop in October 2024 to explore the effects of the changing DEI legislation and policies landscape on the health care and public health workforce. Presenters gave special focus to the impact of changes on medical and public health training, curriculum, research, and recruitment, and highlighted potential solutions for mitigating adverse effects of policy changes. This Proceedings of a Workshop-in Brief highlights the presentations and discussions that occurred at the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73559-9
DOI: https://doi.org/10.17226/29075

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Exploring the Changing Diversity, Equity, and Inclusion Legislation and Policy Landscape and Its Impact on Health and Public Health's Workforce, Education, Training, and Research: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $21.60
Ebook - $17.99

Buy the book

Request an exam or desk copy

In recent years, concerns have grown about foreign actors exploiting the openness of the U.S. research ecosystem to misappropriate scientific and technological information to enhance their nations' scientific, economic, and military capabilities. Research security requirements for academic institutions currently include research security training, disclosure of funding sources in applications for federal research and development awards, and the development of comprehensive research security plans focused on cybersecurity, foreign travel security, insider threat awareness training, and export control training and compliance. These requirements are being implemented, and additional requirements are being contemplated.

To consider the impacts of current and potential research security requirements, the National Academies of Sciences, Engineering, and Medicine convened a workshop on May 22-23, 2025, in Washington, DC. The event focused on potential measures of effectiveness and performance and the data needed to assess research security and protection efforts in higher education by a range of federal agencies. This proceedings describes the presentations and discussions at the workshop.

Publication information

112 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-59915-6
ISBN Ebook: 0-309-59916-4
DOI: https://doi.org/10.17226/29241

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing Research Security Efforts in Higher Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Request an exam or desk copy

The public colleges and universities established in 1862, 1890, and 1994 as part of the land-grant system have historically played an important role in bringing the assets of institutions of higher education to bear on the public good. This report describes how the land-grant institutions can increase their collective impact for the public good by growing their institution-wide capacity to partner with each other, with communities, and with organizations across different sectors of society.

The report concludes that developing successful collaborative platforms require authentic engagement and long-term relationship building between universities and their partners. It found that a network of organizations, faculty members, and university professionals invested in supporting engagement and collaboration is emerging on campuses, states, and nationally. Among other roles, they act as catalysts for and facilitators of collaboration, help colleges and universities learn from collaborations, and seek to develop appropriate metrics of outcomes and impact with the input of invested partners. To encourage and sustain the involvement of more academic units from across the land-grant institution in collaborative activity, university leadership can establish infrastructure, incentives, rewards, and other supports. The intention is to move the institutional culture to embrace external engagement as a means of aligning their academic programs with public values. By strengthening collaboration and embedding public purpose into research, teaching, and extension, land-grant institutions can generate more meaningful outcomes for society.

Publication information

100 pages · 7 x 10 ·
ISBN Ebook: 0-309-09914-5
DOI: https://doi.org/10.17226/29092

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Fulfilling the Public Mission of the Land-Grant System: Building Platforms for Collaboration and Impact. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

People, communities, and nature are directly and indirectly affected by long-term shifts in the environment. Transformative action is necessary to respond to these shifts and infuse sustainable practices throughout affected sectors and communities. Higher education institutions are central in identifying sustainable and resilient paths forward that incorporate fundamental research, workforce development, education, and community engagement.

On February 5, 2025, the National Academies of Sciences, Engineering, and convened a public workshop to build upon national dialogues and explore additional mechanisms to advance the role of the higher education sector in supporting sustainability and resilience. The Board on Higher Education and Workforce, in collaboration with the National Academies Climate Crossroads initiative, brought together higher education stakeholders to share visions of collaboration and success, possible frameworks for cooperation and implementation, and potential partners for sustainability and resilience initiatives - including surrounding communities, industry, and state and local government. This publication summarizes the presentation and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99444-6
DOI: https://doi.org/10.17226/29177

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Higher Education's Path to Sustainability and Resilience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Research shows that sexual harassment can cause harm to not only the survivor of sexual harassment but also the person accused of the harassing behavior and the community in which the harassment has occurred. Given many institutions' primary focus on compliance processes and relative lack of attention to addressing the harm experienced by different individuals as a result of the harassment, there is a pressing need for work that elucidates the resources that currently exist and the resources that are still needed to address that harm.

Synthesizing research, case studies, and archival data from the Action Collaborative's repository of novel work on the topic, this paper explores the harms that can occur as a result of sexual harassment at institutions of higher education, and the resources that exist to remedy those harms. The paper reviews how, at a high level, these laws, policies, and regulations may influence what the remediation of sexual harm can entail, including a brief history of how institutions have approached their remediation efforts in the past, followed by a discussion of the current landscape of efforts to assist various individuals harmed directly or indirectly by sexual harassment over the course of the institutional response process.

Additional materials

Completed Remediation Efforts Matrix to Support Remediating Sexual Harassment-Based Harm

Publication information

76 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09929-3
DOI: https://doi.org/10.17226/29095

Suggested citation

Frasca, T., Alvarado, I., Bühlmann, P., and Hutchison, E. 2025. Identifying Gaps in Sexual Harassment Remediation Efforts in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Additional materials

Interactive Overview

Publication information

388 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI: https://doi.org/10.17226/28268

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $43.20
Ebook - $35.09

Buy the book

Request an exam or desk copy

Out-of-School Time (OST) programs play a crucial role in child and youth development, serving as a bridge between school, home, and the community. They offer structured environments where young people can engage in meaningful activities, build relationships, and develop essential life skills. OST programs foster personal growth, academic support, career exploration, and social-emotional development. Since the release of the National Academies' 2002 foundational report, Community Programs for Youth Development (the "Blue Book"), OST programs have evolved significantly.

The Future of Youth Development examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base. The conclusions and recommendations of The Future of Youth Development will guide and support a sustainable OST system that meets the evolving needs of young people across the country.

Additional materials

Interactive Overview

Publication information

498 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72185-7
ISBN Ebook: 0-309-72186-5
DOI: https://doi.org/10.17226/27833

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI: https://doi.org/10.17226/28269

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.

Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Additional materials

Interactive Overview

Publication information

434 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69950-9
ISBN Ebook: 0-309-69951-7
DOI: https://doi.org/10.17226/26859

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Equity in K-12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The National Academies of Sciences, Engineering, and Medicine's Forum for Children's Well-Being hosted an implementation summit on June 13, 2024, titled "Implementing a New Vision for High-Quality Preschool Curriculum." This event brought together a diverse group of thought leaders, researchers, policymakers, leaders from nonprofit and professional associations, educators, as well as community representatives. They gathered to build on the recommendations from the National Academies report, A New Vision for High-Quality Preschool Curriculum.

Together, participants discussed the translation of the report's recommendations into actionable next steps, focusing on advancing equity and excellence in preschool curricula. Through dynamic panel discussions and interactive sessions, participants explored models of curriculum development, implementation, and evaluation, highlighting the importance of culturally responsive practices, evidence-based approaches, and systemic support for educators.

Publication information

12 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-72895-9
DOI: https://doi.org/10.17226/28031

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Implementing a New Vision for High-Quality Preschool Curriculum: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The National Academies of Sciences, Engineering, and Medicine's Forum for Children's Well-Being hosted an implementation summit on June 13, 2024, titled "Implementing a New Vision for High-Quality Preschool Curriculum." This event brought together a diverse group of thought leaders, researchers, policymakers, leaders from nonprofit and professional associations, educators, as well as community representatives. They gathered to build on the recommendations from the National Academies report, A New Vision for High-Quality Preschool Curriculum.

Together, participants discussed the translation of the report's recommendations into actionable next steps, focusing on advancing equity and excellence in preschool curricula. Through dynamic panel discussions and interactive sessions, participants explored models of curriculum development, implementation, and evaluation, highlighting the importance of culturally responsive practices, evidence-based approaches, and systemic support for educators.

Publication information

12 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-72895-9
DOI: https://doi.org/10.17226/28031

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Implementing a New Vision for High-Quality Preschool Curriculum: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

A high-quality preschool education can foster critical development and learning that promotes joyful, affirming, and enriching learning opportunities that prepare children for success in school and life. While preschool programs generally provide emotionally supportive environments, their curricula often fall short in advancing learning in math, early literacy, and science, and lack the necessary support for multilingual learners emerging bilingualism. Additionally, access to high-quality, effective early learning experiences may be limited and inadequate based on factors such as a childs race, location, gender, language, identified disability, and socioeconomic status.

A New Vision for High-Quality Preschool Curriculum examines preschool curriculum quality for children from ages three to five, with special attention to the needs of Black and Latine children, multilingual learners, children with disabilities and children experiencing poverty in the United States. The report articulates a vision for high-quality preschool curricula for all children, grounded in an equity and justice-oriented principles from inception to implementation and evaluation.

Additional materials

Interactive Overview

Publication information

376 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-71401-X
ISBN Ebook: 0-309-71402-8
DOI: https://doi.org/10.17226/27429

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. A New Vision for High-Quality Preschool Curriculum. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Paperback - $35.96
Ebook - $28.79

Buy the book

Request an exam or desk copy

Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting.

Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience.

Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students.

Additional materials

Interactive Overview

Publication information

222 pages · 8.25 x 10 · paperback
ISBN Paperback: 0-309-69821-9
ISBN Ebook: 0-309-69822-7
DOI: https://doi.org/10.17226/26853

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2023. Rise and Thrive with Science: Teaching PK-5 Science and Engineering. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content.

Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering.

Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students.

Additional materials

Interactive Overview

Publication information

285 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-68417-X
ISBN Ebook: 0-309-68418-8
DOI: https://doi.org/10.17226/26215

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $26.10
Ebook - $21.59

Buy the book

Request an exam or desk copy

Active shooter drills have become a standard practice in nearly all U.S. schools, yet their potential impact on students and educators has received limited attention. School Active Shooter Drills: Mitigating Risks to Mental, Emotional, and Behavioral Health explores how these drills are conducted and how to reduce potential harm while supporting school safety. Developed by a committee of experts in education, school safety, public health, pediatrics, child and adolescent development, psychiatry, psychology, neuroscience, public policy, and criminology, this report provides an in-depth review of current practices and offers guidance. The report provides suggestions for implementing practices that promote prevention and preparedness while supporting well-being, and foster learning environments where students and staff feel safe, capable, and supported.

School Active Shooter Drills finds that while drills aim to enhance preparedness, they often vary dramatically in intensity and design, from simple safety walk-throughs to unannounced, high-simulation events. Such inconsistencies can heighten anxiety, distress, and confusion, especially among vulnerable student populations. The report underscores that developmentally appropriate, trauma-informed practices are essential, and drills involving realistic simulations or deception should be avoided entirely.

School Active Shooter Drills outlines actionable recommendations for state and local policymakers, school leaders, researchers, and federal agencies, including banning harmful practices, supporting staff training, ensuring equitable inclusion, and increasing access to mental health resources. This report also calls for national guidance and sustained research to strengthen the evidence base and help schools foster safe, inclusive, and supportive learning environments so that schools not only prepare students and staff for emergencies but also protect their mental, emotional, and behavioral well-being.

Additional materials

Interactive Overview

Publication information

422 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-99198-6
ISBN Ebook: 0-309-99199-4
DOI: https://doi.org/10.17226/29105

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. School Active Shooter Drills: Mitigating Risks to Mental, Emotional, and Behavioral Health. Washington, DC: The National Academies Press.

Import this citation to:

Rapid_expert_consultation

Read Online

Download PDF

COVID-19, along with heightened racial trauma, has caused unprecedented disruption in the lives of youth aged 10-18, leading them to experience increases in mental health concerns. Addressing these negative impacts requires that education leaders, school districts, state and local decision makers, parents, teachers, and youth work together to ensure that young people have the support and resources needed to address their mental, emotional, and behavioral health needs in the wake of the COVID-19 pandemic. This rapid expert consultation identifies school-based strategies for addressing the mental health and well-being challenges among youth that arose or were exacerbated during the COVID-19 pandemic. Included are strategies designed to support the holistic needs not only of youth but also of educators and staff.

This rapid expert consultation was produced through the Societal Experts Action Network (SEAN), an activity of the National Academies of Sciences, Engineering, and Medicine that is sponsored by the National Science Foundation and the Alfred P. Sloan Foundation. SEAN links researchers in the social, behavioral, and economic sciences with decision makers to respond to policy questions arising from the COVID-19 pandemic. The associated workshop series that informed the development of this rapid expert consultation was hosted by the National Academies' Forum for Children's Well-Being.

Additional materials

Interactive Overview

Publication information

20 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-08598-5
DOI: https://doi.org/10.17226/26262

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2021. School-Based Strategies for Addressing the Mental Health and Well-Being of Youth in the Wake of COVID-19. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $43.20
Ebook - $35.09

Buy the book

Request an exam or desk copy

Out-of-School Time (OST) programs play a crucial role in child and youth development, serving as a bridge between school, home, and the community. They offer structured environments where young people can engage in meaningful activities, build relationships, and develop essential life skills. OST programs foster personal growth, academic support, career exploration, and social-emotional development. Since the release of the National Academies' 2002 foundational report, Community Programs for Youth Development (the "Blue Book"), OST programs have evolved significantly.

The Future of Youth Development examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base. The conclusions and recommendations of The Future of Youth Development will guide and support a sustainable OST system that meets the evolving needs of young people across the country.

Additional materials

Interactive Overview

Publication information

498 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72185-7
ISBN Ebook: 0-309-72186-5
DOI: https://doi.org/10.17226/27833

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Additional materials

Interactive Overview

Publication information

388 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI: https://doi.org/10.17226/28268

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Postdoctoral scholars are particularly vulnerable to sexual harassment because of their early career stage, a lack of clear institutional policies, and dyadic relationships with their advisors, among other factors. Recent surveys and listening sessions have reiterated this issue, indicating that workplace bullying, harassment, and discrimination are chief concerns to postdoctoral scholars and that power imbalances are a cross-cutting theme contributing to harassment, bullying, and questionable behaviors by mentors and principal investigators. It is within environments of generalized disrespect and incivility that much sexual harassment occurs.

This issue paper builds on the findings and recommendations in the 2018 report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine by providing more information related to implementing the report’s recommendation to diffuse the hierarchical and dependent relationships between faculty and their trainees (e.g., students, postdoctoral fellows, residents). Through this paper, individual scholars, higher education leaders, and practitioners from the Action Collaborative’s Response Working Group describe key institutional considerations and challenges in supporting postdoctoral scholars experiencing sexual harassment in higher education.

Publication information

84 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73295-6
DOI: https://doi.org/10.17226/28852

Suggested citation

Gary, S., A. Allison, S. Burton, C. Cuthbert-Martinez, L. J. McKown, and S. Rankin. 2025. Considerations for Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI: https://doi.org/10.17226/28269

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

The complex challenges facing society today call for new ways of doing research that bring researchers, policy makers, community leaders and members, industry stakeholders, and others together to identify evidence needs, contribute different kinds of knowledge and expertise, and use evidence to accomplish shared goals. Although momentum is building toward a research enterprise that more routinely enables and rewards this type of collaboration, the development of institutional capacities to support diverse forms of engaged research have not kept pace with the need for them.

To explore opportunities for engaged and societally impactful scholarship, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine convened a workshop, Building Institutional Capacity for Engaged Research in Washington, D.C, held online on June 13 and 14, 2024. A diverse set of leaders and stakeholders from across the research ecosystem shared actionable ideas and innovations that participants could use for building institutional capacity for engaged research in their own in their own institutions and settings and proposed concrete ideas for coordination and capacity building to advance engaged research. This publication summarizes the presentations and discussion of the workshop.

Additional materials

Interactive Overview

Publication information

118 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73033-3
ISBN Ebook: 0-309-73034-1
DOI: https://doi.org/10.17226/28337

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Building Institutional Capacity for Engaged Research: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Symposium_in_brief

Read Online

Download PDF

Paperback - $19.80
Ebook - $16.19

Buy the book

Request an exam or desk copy

On September 22, 2022, the National Academy of Sciences held a symposium entitled Endless Frontier 2022: Research and Higher Education Institutions for the Next 75 Years. The event was a follow up to a February 2020 NAS symposium convened to celebrate the 75th anniversary of the landmark report Science, the Endless Frontier.

Building on the 2020 symposium and on lessons learned during the COVID-19 pandemic, the September 2022 symposium sought to generate tools, strategies, and actionable steps that people and institutions can implement to ensure that science and technology continue to serve the public good. The symposium was designed to progress from broad perspectives that encompass the entire science and technology enterprise to consideration of more specific issues. This proceedings summarizes the 2022 symposium.

Publication information

54 pages · 8.5 x 11 · paperback
ISBN Paperback: 0-309-69961-4
ISBN Ebook: 0-309-69962-2
DOI: https://doi.org/10.17226/26863

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2023. Transforming Research and Higher Education Institutions in the Next 75 Years: Proceedings of the 2022 Endless Frontier Symposium. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $19.80
Ebook - $16.19

Buy the book

Request an exam or desk copy

Land-grant colleges and universities play a crucial role in addressing the complex challenges facing the U.S. agricultural system and global food security. Multidisciplinary collaboration involving a diversity of land-grant institutions has the potential to accelerate scientific progress on those challenges. However, historical and current funding disparities have prevented Historically Black Colleges and Universities and Tribal Colleges and Universities from being full partners in multi-institutional collaborations. This report, produced by request of the U.S. Department of Agriculture National Institute of Food and Agriculture acting on a congressional directive, examines how enhanced cooperation across the land-grant system could deepen and expand the impact of its agricultural work, which is critical to address evolving industry and environmental challenges, as well as demands from consumers.

The report concludes that many investigators are unaware of potential partners with complementary expertise across the system. The report states that adopting a culture of collaboration could improve the coordination in the land-grant system. Key report recommendations include improving systems and incentives for facilitating academic partnerships, providing dedicated support for collaboration across the land-grant system, and enhancing outreach strategies for communicating about the beneficial outcomes of collaborative research.

Publication information

62 pages · 8.5 x 11 · paperback
ISBN Paperback: 0-309-69107-9
ISBN Ebook: 0-309-69108-7
DOI: https://doi.org/10.17226/26640

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Enhancing Coordination and Collaboration Across the Land-Grant System. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Request an exam or desk copy

STEM (science, technology, engineering, and mathematics) plays a key role in accelerating economic growth and developing innovative solutions to pressing challenges facing the African continent. Over the past few decades, much work has been done to develop university systems in African countries in recognition of the role that high-caliber teaching and research in STEM fields play in economic development. African universities and their governments have made many of these gains through partnering across countries and sectors. Often, however, these efforts are based on individual connections and do not lead to long-term change. Inspired by STEM's potential to tackle African and global challenges, a group of academic leaders has come together to explore a synergistic approach to transform African institutions of higher education and increase the global engagement of U.S. institutions. They developed an initial vision for a next-generation Africa-U.S. STEM initiative that would take place for at least 10 years, with funds of at least $10 million annually from governments, the private sector, philanthropies, and other organizations. To obtain input from stakeholders on how such an initiative could develop, the group held a virtual workshop March 14-16, 2022, convened by the National Academies of Sciences, Engineering, and Medicine. This publication summarizes the presentations and discussions of the workshop.

Publication information

36 pages · 6 x 9 ·
ISBN Ebook: 0-309-69170-2
DOI: https://doi.org/10.17226/26655

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Toward a Transformational Africa-U.S. STEM University Initiative: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Request an exam or desk copy

Publication information

17 pages · 11 x 8.5 ·
DOI: https://doi.org/10.17226/26711

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Office of Diversity and Inclusion Annual Report 2021–2022: Building Capacity to Advance Diversity, Equity, and Inclusion. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $18.00
Ebook - $15.29

Buy the book

Request an exam or desk copy

Individuals, institutions, and communities all have a role in strengthening representation of Black men and Black women in science, engineering, and medicine (SEM). The SEM workplace has historically not been an equitable space for students, faculty, staff, and professionals, but promising practices nationwide are changing that narrative.

On September 19-20, 2022, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop to examine local, regional, and national opportunities to engage with and leverage community support and mutually beneficial partnerships that build inclusive environments for Black undergraduate, graduate, and medical students and increase the representation of Black professionals in SEM. Workshop participants helped identify practices, policies, and partnerships with demonstrated success; laid a foundation for collaborative dialogue that involves student involvement in the planning, implementation, and evaluation of SEM programs; and identified the resources and actions necessary to further positive change for Black SEM students and professionals.

Publication information

120 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-71771-X
ISBN Ebook: 0-309-71772-8
DOI: https://doi.org/10.17226/27731

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Community Support, Partnerships, and Inclusive Environments for Black Students and Professionals in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Paperback - $21.60
Ebook - $17.99

Buy the book

Request an exam or desk copy

A planning committee of the National Academies of Sciences, Engineering, and Medicine convened a series of three hybrid workshops to examine the key issues highlighted in the National Academies 2022 consensus study report, Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. As Department of Defense and other partners sought to implement the 2022 report recommendations, key questions remained to be explored, particularly related to how to seek ways of building research capacity at minority institutions (MIs) and develop true partnerships between MIs, other institutions of higher education, and federal agencies. The workshops featured commissioned research and literature reviews as well as case studies to illuminate problems, barriers, and approaches to increase research capacity at Historically Black Colleges and Universities.

Publication information

192 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-71609-8
ISBN Ebook: 0-309-71610-1
DOI: https://doi.org/10.17226/27511

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Building Defense Research Capacity at Historically Black Colleges and Universities, Tribal Colleges and Universities, and Minority-Serving Institutions: Proceedings of Three Town Halls. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

Increasing the number of Black men and Black women who enter the fields of science, engineering, and medicine (SEM) will benefit the social and economic health of the nation. On May 2-3, 2022 the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a workshop to highlight promising financial and supportive services and programs throughout various stages of career development. Sessions followed student progression through the major stages of education and career development, and identified policies and practices that aim to mitigate and alleviate long-standing barriers to the full participation of Black students in SEM at the K–12, undergraduate, and graduate and professional levels.

Publication information

132 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-71250-5
ISBN Ebook: 0-309-71251-3
DOI: https://doi.org/10.17226/27339

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Supporting Black Students Through Their Science, Engineering, and Medicine Career Journeys: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $58.50
Ebook - $49.49

Buy the book

Request an exam or desk copy

Historically Black Colleges and Universities (HBCUs) and other minority institutions (MIs) represent a valuable resource to expand the Department of Defense's (DoD) government and extramural workforce and science and technology enterprise. The more than 400 public and private HBCUs, Tribal Colleges and Universities, Hispanic-Serving Institutions, and other two- and four-year MIs are positioned to make strong and uniquely important contributions to the defense research enterprise, offering DoD an opportunity to widen its talent pool and diversify STEM research and ultimately strengthen its ability to support national security.

Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions examines the status of DoD research at HBCUs and MIs, including the methods and means necessary to advance research capacity at these institutions in order to comprehensively address the national security and defense needs of the United States. This report offers recommendations to guide DoD, Congress, HBCU/MIs, and partnering entities in supporting and strengthening the role of these institutions in defense research. A strategic commitment will translate into increased opportunities for HBCU/MIs to diversify the future American academic, industrial, and government STEM workforce upon which DoD will depend.

Publication information

270 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-27374-9
ISBN Ebook: 0-309-27375-7
DOI: https://doi.org/10.17226/26399

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

The number of Black students in science, engineering, and medicine in the United States has remained disproportionately low over the past several decades. A number of reasons have been identified as contributing to these low numbers, including those related to finances. Financial considerations range from the most immediate - the ability of students to pay for their education and associated costs - to more structural concerns, such as inequities that created and have perpetuated a wealth gap between races and ethnic groups.

On April 19-20, 2021, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine organized a virtual public workshop to examine financial barriers for Black students in science, engineering, and medicine, explore existing educational programs to them, and engage stakeholders in conversations about partnerships and policies that span academia, industry, and philanthropy. This publication summarizes the presentation and discussion of the workshop.

Publication information

110 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-68889-2
ISBN Ebook: 0-309-68890-6
DOI: https://doi.org/10.17226/26576

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Understanding and Offsetting Financial Barriers for Black Students in Science, Engineering, and Medicine: Programs, Partnerships, and Pathways: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Postdoctoral scholars are particularly vulnerable to sexual harassment because of their early career stage, a lack of clear institutional policies, and dyadic relationships with their advisors, among other factors. Recent surveys and listening sessions have reiterated this issue, indicating that workplace bullying, harassment, and discrimination are chief concerns to postdoctoral scholars and that power imbalances are a cross-cutting theme contributing to harassment, bullying, and questionable behaviors by mentors and principal investigators. It is within environments of generalized disrespect and incivility that much sexual harassment occurs.

This issue paper builds on the findings and recommendations in the 2018 report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine by providing more information related to implementing the report’s recommendation to diffuse the hierarchical and dependent relationships between faculty and their trainees (e.g., students, postdoctoral fellows, residents). Through this paper, individual scholars, higher education leaders, and practitioners from the Action Collaborative’s Response Working Group describe key institutional considerations and challenges in supporting postdoctoral scholars experiencing sexual harassment in higher education.

Publication information

84 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73295-6
DOI: https://doi.org/10.17226/28852

Suggested citation

Gary, S., A. Allison, S. Burton, C. Cuthbert-Martinez, L. J. McKown, and S. Rankin. 2025. Considerations for Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

As part of their ongoing work, the Board on Higher Education and Workforce and the Roundtable on Mentorship, Well-being, and Professional Development of the National Academies of Sciences, Engineering, and Medicine convened an in-person and online workshop on Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem on April 30, 2024, on the campus of Duke University in Durham, North Carolina. The workshop sought to highlight the roles senior leaders (e.g., presidents, provosts, and deans) play in embodying an equitable research ecosystem - sharing strategies and resources and allowing participants to develop actionable plans that integrate mentorship, well-being, and professional development for graduate and professional students and postdoctoral scholars. This publication summarizes the presentations and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73373-1
DOI: https://doi.org/10.17226/28908

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Originally viewed as a few years of apprenticeship and an opportunity to prepare for an independent research career, postdoctoral training has progressed to a state of limbo for some researchers, with longer training durations; uncertain career prospects; and variability in the training, mentoring, and professional status across the neuroscience ecosystem. These challenges have been further exacerbated by the COVID-19 pandemic, resulting in a high level of uncertainty and stress for many postdoctoral researchers.

To highlight these challenges and explore opportunities for modernizing postdoctoral training, the Forum on Neuroscience and Nervous System Disorders of the National Academies of Sciences, Engineering, and Medicine held a virtual workshop on February 16, 2021, titled Re-envisioning Postdoctoral Training in Neuroscience. This was the fourth workshop in a series, originating from the Forum's Action Collaborative on Neuroscience Training: Developing a Nimble and Versatile Workforce, designed to illuminate critical issues and catalyze a reconsideration of how neuroscience training could be designed to meet current and future workforce needs across multiple sectors. This Proceedings of a Workshop-in Brief summarizes the discussions that occurred at the workshop.

Additional materials

Interactive Overview

Publication information

10 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-49161-4
DOI: https://doi.org/10.17226/26169

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2021. Re-envisioning Postdoctoral Training in Neuroscience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Graduate training in the social and behavioral sciences (SBS) has largely remained unchanged in the past 35 years despite trends toward multidisciplinary research and varying pathways given changing workforce needs. To help identify how SBS graduate education could be adapted given these trends, the Board on Science Education convened a 2-day workshop in June 2017 on graduate training in the social and behavioral sciences. Participants included current SBS graduate students, postdoctoral fellows, faculty and academic leaders, members of professional societies, funding agencies, and leaders in government and business. This publication briefly summarizes the presentations and discussions from the workshop.

Publication information

12 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-46523-0
DOI: https://doi.org/10.17226/24891

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2017. Graduate Training in the Social and Behavioral Sciences: Proceedings of a Workshop--in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $53.10
Ebook - $43.19

Buy the book

The past half-century has witnessed a dramatic increase in the scale and complexity of scientific research. The growing scale of science has been accompanied by a shift toward collaborative research, referred to as "team science." Scientific research is increasingly conducted by small teams and larger groups rather than individual investigators, but the challenges of collaboration can slow these teams' progress in achieving their scientific goals. How does a team-based approach work, and how can universities and research institutions support teams?

Enhancing the Effectiveness of Team Science synthesizes and integrates the available research to provide guidance on assembling the science team; leadership, education and professional development for science teams and groups. It also examines institutional and organizational structures and policies to support science teams and identifies areas where further research is needed to help science teams and groups achieve their scientific and translational goals. This report offers major public policy recommendations for science research agencies and policymakers, as well as recommendations for individual scientists, disciplinary associations, and research universities. Enhancing the Effectiveness of Team Science will be of interest to university research administrators, team science leaders, science faculty, and graduate and postdoctoral students.

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-31682-0
ISBN Ebook: 0-309-31683-9
DOI: https://doi.org/10.17226/19007

Suggested citation

National Research Council. 2015. Enhancing the Effectiveness of Team Science. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $49.50
Ebook - $40.49

Buy the book

Request an exam or desk copy

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

Additional materials

Press Release

Publication information

342 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-47908-8
ISBN Ebook: 0-309-47909-6
DOI: https://doi.org/10.17226/25182

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2018. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $31.50
Ebook - $26.09

Buy the book

Request an exam or desk copy

As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth.

Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds.

Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding.

In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.

Publication information

240 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-18658-7
ISBN Ebook: 0-309-18659-5
DOI: https://doi.org/10.17226/13090

Suggested citation

National Research Council. 2011. Allocating Federal Funds for State Programs for English Language Learners. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

Individuals and families across the United States face growing challenges in accessing timely, high-quality primary care, which is essential to overall health and well-being. The delivery of such care is becoming more complex, placing undue strain on primary care clinicians and exacerbating existing workforce shortages.

A National Academies committee recently examined the inputs and functions needed for interprofessional teams to successfully and sustainably deliver high-quality primary care. The committee concluded the nation must support the primary care workforce through appropriate and supportive payment; hold payers, states, and health systems accountable in ensuring that such payment reaches primary care practices; and sufficiently train an interprofessional workforce. This report offers nine specific recommendations for how federal agencies and other key players can better support the provision of high-quality, interprofessional, team-based primary care.

Publication information

58 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-99564-7
ISBN Ebook: 0-309-99565-5
DOI: https://doi.org/10.17226/29226

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Building a Workforce to Develop and Sustain Interprofessional Primary Care Teams. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $26.10
Ebook - $21.59

Buy the book

Request an exam or desk copy

Active shooter drills have become a standard practice in nearly all U.S. schools, yet their potential impact on students and educators has received limited attention. School Active Shooter Drills: Mitigating Risks to Mental, Emotional, and Behavioral Health explores how these drills are conducted and how to reduce potential harm while supporting school safety. Developed by a committee of experts in education, school safety, public health, pediatrics, child and adolescent development, psychiatry, psychology, neuroscience, public policy, and criminology, this report provides an in-depth review of current practices and offers guidance. The report provides suggestions for implementing practices that promote prevention and preparedness while supporting well-being, and foster learning environments where students and staff feel safe, capable, and supported.

School Active Shooter Drills finds that while drills aim to enhance preparedness, they often vary dramatically in intensity and design, from simple safety walk-throughs to unannounced, high-simulation events. Such inconsistencies can heighten anxiety, distress, and confusion, especially among vulnerable student populations. The report underscores that developmentally appropriate, trauma-informed practices are essential, and drills involving realistic simulations or deception should be avoided entirely.

School Active Shooter Drills outlines actionable recommendations for state and local policymakers, school leaders, researchers, and federal agencies, including banning harmful practices, supporting staff training, ensuring equitable inclusion, and increasing access to mental health resources. This report also calls for national guidance and sustained research to strengthen the evidence base and help schools foster safe, inclusive, and supportive learning environments so that schools not only prepare students and staff for emergencies but also protect their mental, emotional, and behavioral well-being.

Additional materials

Interactive Overview

Publication information

422 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-99198-6
ISBN Ebook: 0-309-99199-4
DOI: https://doi.org/10.17226/29105

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. School Active Shooter Drills: Mitigating Risks to Mental, Emotional, and Behavioral Health. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $21.60
Ebook - $17.99

Buy the book

Request an exam or desk copy

In recent years, concerns have grown about foreign actors exploiting the openness of the U.S. research ecosystem to misappropriate scientific and technological information to enhance their nations' scientific, economic, and military capabilities. Research security requirements for academic institutions currently include research security training, disclosure of funding sources in applications for federal research and development awards, and the development of comprehensive research security plans focused on cybersecurity, foreign travel security, insider threat awareness training, and export control training and compliance. These requirements are being implemented, and additional requirements are being contemplated.

To consider the impacts of current and potential research security requirements, the National Academies of Sciences, Engineering, and Medicine convened a workshop on May 22-23, 2025, in Washington, DC. The event focused on potential measures of effectiveness and performance and the data needed to assess research security and protection efforts in higher education by a range of federal agencies. This proceedings describes the presentations and discussions at the workshop.

Publication information

112 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-59915-6
ISBN Ebook: 0-309-59916-4
DOI: https://doi.org/10.17226/29241

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing Research Security Efforts in Higher Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $43.20
Ebook - $35.09

Buy the book

Request an exam or desk copy

Out-of-School Time (OST) programs play a crucial role in child and youth development, serving as a bridge between school, home, and the community. They offer structured environments where young people can engage in meaningful activities, build relationships, and develop essential life skills. OST programs foster personal growth, academic support, career exploration, and social-emotional development. Since the release of the National Academies' 2002 foundational report, Community Programs for Youth Development (the "Blue Book"), OST programs have evolved significantly.

The Future of Youth Development examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base. The conclusions and recommendations of The Future of Youth Development will guide and support a sustainable OST system that meets the evolving needs of young people across the country.

Additional materials

Interactive Overview

Publication information

498 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72185-7
ISBN Ebook: 0-309-72186-5
DOI: https://doi.org/10.17226/27833

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Request an exam or desk copy

The public colleges and universities established in 1862, 1890, and 1994 as part of the land-grant system have historically played an important role in bringing the assets of institutions of higher education to bear on the public good. This report describes how the land-grant institutions can increase their collective impact for the public good by growing their institution-wide capacity to partner with each other, with communities, and with organizations across different sectors of society.

The report concludes that developing successful collaborative platforms require authentic engagement and long-term relationship building between universities and their partners. It found that a network of organizations, faculty members, and university professionals invested in supporting engagement and collaboration is emerging on campuses, states, and nationally. Among other roles, they act as catalysts for and facilitators of collaboration, help colleges and universities learn from collaborations, and seek to develop appropriate metrics of outcomes and impact with the input of invested partners. To encourage and sustain the involvement of more academic units from across the land-grant institution in collaborative activity, university leadership can establish infrastructure, incentives, rewards, and other supports. The intention is to move the institutional culture to embrace external engagement as a means of aligning their academic programs with public values. By strengthening collaboration and embedding public purpose into research, teaching, and extension, land-grant institutions can generate more meaningful outcomes for society.

Publication information

100 pages · 7 x 10 ·
ISBN Ebook: 0-309-09914-5
DOI: https://doi.org/10.17226/29092

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Fulfilling the Public Mission of the Land-Grant System: Building Platforms for Collaboration and Impact. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Diagnostic errors are a significant patient safety concern, impacting millions of people across the United States each year. Strengthening education and training for all health care professionals involved in the diagnostic process is essential to improving diagnostic accuracy, timeliness of treatment, and patient outcomes.

In April 2025, the National Academies Forum on Advancing Diagnostic Excellence hosted a public workshop to examine approaches to strengthening health care professional education and training in diagnosis. Speakers explored key topics such as improving diagnostic reasoning for trainees and educators, promoting the appropriate use of diagnostic tests and technologies, fostering patient-centered communication, and advancing interprofessional collaboration. This Proceedings of a Workshop-In Brief highlights the presentations and discussions that occurred at the workshop.

Publication information

19 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99468-3
DOI: https://doi.org/10.17226/29203

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Advancing Health Care Professional Education and Training in Diagnostic Excellence: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

People, communities, and nature are directly and indirectly affected by long-term shifts in the environment. Transformative action is necessary to respond to these shifts and infuse sustainable practices throughout affected sectors and communities. Higher education institutions are central in identifying sustainable and resilient paths forward that incorporate fundamental research, workforce development, education, and community engagement.

On February 5, 2025, the National Academies of Sciences, Engineering, and convened a public workshop to build upon national dialogues and explore additional mechanisms to advance the role of the higher education sector in supporting sustainability and resilience. The Board on Higher Education and Workforce, in collaboration with the National Academies Climate Crossroads initiative, brought together higher education stakeholders to share visions of collaboration and success, possible frameworks for cooperation and implementation, and potential partners for sustainability and resilience initiatives - including surrounding communities, industry, and state and local government. This publication summarizes the presentation and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99444-6
DOI: https://doi.org/10.17226/29177

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Higher Education's Path to Sustainability and Resilience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Research shows that sexual harassment can cause harm to not only the survivor of sexual harassment but also the person accused of the harassing behavior and the community in which the harassment has occurred. Given many institutions' primary focus on compliance processes and relative lack of attention to addressing the harm experienced by different individuals as a result of the harassment, there is a pressing need for work that elucidates the resources that currently exist and the resources that are still needed to address that harm.

Synthesizing research, case studies, and archival data from the Action Collaborative's repository of novel work on the topic, this paper explores the harms that can occur as a result of sexual harassment at institutions of higher education, and the resources that exist to remedy those harms. The paper reviews how, at a high level, these laws, policies, and regulations may influence what the remediation of sexual harm can entail, including a brief history of how institutions have approached their remediation efforts in the past, followed by a discussion of the current landscape of efforts to assist various individuals harmed directly or indirectly by sexual harassment over the course of the institutional response process.

Additional materials

Completed Remediation Efforts Matrix to Support Remediating Sexual Harassment-Based Harm

Publication information

76 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09929-3
DOI: https://doi.org/10.17226/29095

Suggested citation

Frasca, T., Alvarado, I., Bühlmann, P., and Hutchison, E. 2025. Identifying Gaps in Sexual Harassment Remediation Efforts in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Additional materials

Interactive Overview

Publication information

388 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI: https://doi.org/10.17226/28268

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

The Scholarship of Teaching and Learning (SOTL) is a systematic and evidence-based approach to examining teaching and improving learning that is openly shared. In the summer and fall of 2024, the National Academies Global Forum on Innovation in Health Professional Education held a public workshop series exploring current and future applications of SOTL to health professional education and elevating its critical value for advancing health professional workforce development across the education to practice continuum. This Proceedings of a Workshop highlights the presentations and discussions that occurred at the workshop.

Publication information

102 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-09902-1
ISBN Ebook: 0-309-09903-X
DOI: https://doi.org/10.17226/29089

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Innovating Scholarship of Teaching and Learning in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Postdoctoral scholars are particularly vulnerable to sexual harassment because of their early career stage, a lack of clear institutional policies, and dyadic relationships with their advisors, among other factors. Recent surveys and listening sessions have reiterated this issue, indicating that workplace bullying, harassment, and discrimination are chief concerns to postdoctoral scholars and that power imbalances are a cross-cutting theme contributing to harassment, bullying, and questionable behaviors by mentors and principal investigators. It is within environments of generalized disrespect and incivility that much sexual harassment occurs.

This issue paper builds on the findings and recommendations in the 2018 report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine by providing more information related to implementing the report’s recommendation to diffuse the hierarchical and dependent relationships between faculty and their trainees (e.g., students, postdoctoral fellows, residents). Through this paper, individual scholars, higher education leaders, and practitioners from the Action Collaborative’s Response Working Group describe key institutional considerations and challenges in supporting postdoctoral scholars experiencing sexual harassment in higher education.

Publication information

84 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73295-6
DOI: https://doi.org/10.17226/28852

Suggested citation

Gary, S., A. Allison, S. Burton, C. Cuthbert-Martinez, L. J. McKown, and S. Rankin. 2025. Considerations for Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $16.20
Ebook - $13.49

Buy the book

Request an exam or desk copy

Since its inception, NASA's Science Activation program has demonstrated considerable success in leveraging the agency's strong public reputation and resources to engage a diversity of audiences in science education projects nationwide. As the program nears the end of this second five-year funding cycle, NASA tasked the National Academies with reviewing its progress and making strategic recommendations for its next round of funding. This consensus study report reflects on the successes of the past few years, addresses persistent challenges, and outlines a pathway forward for Science Activation.

Publication information

102 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72749-9
ISBN Ebook: 0-309-72750-2
DOI: https://doi.org/10.17226/27989

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI: https://doi.org/10.17226/28269

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The Roundtable on Mentorship, Well-being, and Professional Development convened a workshop on October 28 and 29th, 2024 to explore how the well-being, professional development, and interpersonal and mentoring relationships of graduate students, postdoctoral scholars, and faculty are affected by national and global events, cultural shifts, and legal changes.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09918-8
DOI: https://doi.org/10.17226/29093

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Mentorship, Well-Being, and Professional Development in Times of Societal Change and Institutional Disruptions: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

As of August 2024, dozens of bills across more than half of the U.S. had introduced legislation limiting or prohibiting diversity, equity, and inclusion (DEI) efforts in academia. The National Academies Roundtable on the Promotion of Health Equity hosted a public hybrid workshop in October 2024 to explore the effects of the changing DEI legislation and policies landscape on the health care and public health workforce. Presenters gave special focus to the impact of changes on medical and public health training, curriculum, research, and recruitment, and highlighted potential solutions for mitigating adverse effects of policy changes. This Proceedings of a Workshop-in Brief highlights the presentations and discussions that occurred at the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73559-9
DOI: https://doi.org/10.17226/29075

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Exploring the Changing Diversity, Equity, and Inclusion Legislation and Policy Landscape and Its Impact on Health and Public Health's Workforce, Education, Training, and Research: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.

Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Additional materials

Interactive Overview

Publication information

434 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69950-9
ISBN Ebook: 0-309-69951-7
DOI: https://doi.org/10.17226/26859

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Equity in K-12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

The complex challenges facing society today call for new ways of doing research that bring researchers, policy makers, community leaders and members, industry stakeholders, and others together to identify evidence needs, contribute different kinds of knowledge and expertise, and use evidence to accomplish shared goals. Although momentum is building toward a research enterprise that more routinely enables and rewards this type of collaboration, the development of institutional capacities to support diverse forms of engaged research have not kept pace with the need for them.

To explore opportunities for engaged and societally impactful scholarship, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine convened a workshop, Building Institutional Capacity for Engaged Research in Washington, D.C, held online on June 13 and 14, 2024. A diverse set of leaders and stakeholders from across the research ecosystem shared actionable ideas and innovations that participants could use for building institutional capacity for engaged research in their own in their own institutions and settings and proposed concrete ideas for coordination and capacity building to advance engaged research. This publication summarizes the presentations and discussion of the workshop.

Additional materials

Interactive Overview

Publication information

118 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73033-3
ISBN Ebook: 0-309-73034-1
DOI: https://doi.org/10.17226/28337

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Building Institutional Capacity for Engaged Research: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

As part of their ongoing work, the Board on Higher Education and Workforce and the Roundtable on Mentorship, Well-being, and Professional Development of the National Academies of Sciences, Engineering, and Medicine convened an in-person and online workshop on Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem on April 30, 2024, on the campus of Duke University in Durham, North Carolina. The workshop sought to highlight the roles senior leaders (e.g., presidents, provosts, and deans) play in embodying an equitable research ecosystem - sharing strategies and resources and allowing participants to develop actionable plans that integrate mentorship, well-being, and professional development for graduate and professional students and postdoctoral scholars. This publication summarizes the presentations and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73373-1
DOI: https://doi.org/10.17226/28908

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The National Academies of Sciences, Engineering, and Medicine's Forum for Children's Well-Being hosted an implementation summit on June 13, 2024, titled "Implementing a New Vision for High-Quality Preschool Curriculum." This event brought together a diverse group of thought leaders, researchers, policymakers, leaders from nonprofit and professional associations, educators, as well as community representatives. They gathered to build on the recommendations from the National Academies report, A New Vision for High-Quality Preschool Curriculum.

Together, participants discussed the translation of the report's recommendations into actionable next steps, focusing on advancing equity and excellence in preschool curricula. Through dynamic panel discussions and interactive sessions, participants explored models of curriculum development, implementation, and evaluation, highlighting the importance of culturally responsive practices, evidence-based approaches, and systemic support for educators.

Publication information

12 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-72895-9
DOI: https://doi.org/10.17226/28031

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Implementing a New Vision for High-Quality Preschool Curriculum: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

On September 13 and 14, 2022, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a workshop entitled Foundations of Data Science for Students in Grades K–12. Speakers and participants explored the rapidly growing field of K-12 data science education, by surveying the current landscape, surfacing what is known, and identifying what is needed to support student learning, develop curriculum and tools, and prepare educators. To support these conversations, four papers were commissioned and discussed during the workshop. This publication summarizes the presentations and discussion of the workshop.

Publication information

152 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69815-4
ISBN Ebook: 0-309-69816-2
DOI: https://doi.org/10.17226/26852

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

The education landscape in the United States has been changing rapidly in recent decades: student populations have become more diverse; there has been an explosion of data sources; there is an intensified focus on diversity, equity, inclusion, and accessibility; educators and policy makers at all levels want more and better data for evidence-based decision making; and the role of technology in education has increased dramatically. With awareness of this changed landscape the Institute of Education Sciences at the U.S. Department of Education asked the National Academies of Sciences, Engineering, and Medicine to provide a vision for the National Center for Education Statistics (NCES)—the nation's premier statistical agency for collecting, analyzing, and disseminating statistics at all levels of education.

A Vision and Roadmap for Education Statistics (2022) reviews developments in using alternative data sources, considers recent trends and future priorities, and suggests changes to NCES's programs and operations, with a focus on NCES's statistical programs. The report reimagines NCES as a leader in the 21st century education data ecosystem, where it can meet the growing demands for policy-relevant statistical analyses and data to more effectively and efficiently achieve its mission, especially in light of the Foundations for Evidence-Based Policymaking Act of 2018 and the 2021 Presidential Executive Order on advancing racial equity. The report provides strategic advice for NCES in all aspects of the agency's work including modernization, stakeholder engagement, and the resources necessary to complete its mission and meet the current and future challenges in education.

Publication information

232 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-27350-1
ISBN Ebook: 0-309-27351-X
DOI: https://doi.org/10.17226/26392

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. A Vision and Roadmap for Education Statistics. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Paperback - $31.46
Ebook - $25.19

Buy the book

Request an exam or desk copy

What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?

Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.

Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools.

This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone—including parents—directly or indirectly involved in the teaching of science.

Additional materials

Publication information

220 pages · 8.25 x 10 · paperback
ISBN Paperback: 0-309-10614-1
ISBN Ebook: 0-309-10615-X
DOI: https://doi.org/10.17226/11882

Suggested citation

National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $48.60
Ebook - $39.59

Buy the book

Request an exam or desk copy

In 2008, the U.S. federal government issued fully approved physical activity guidelines for the first time. The idea that physical activity impacts health can be traced as far back as Hippocrates, and the science around the linkages between physical activity and health has continuously accumulated. On April 14-15, 2015, the Institute of Medicine’s Roundtable on Obesity Solutions held a 2-day workshop to explore the state of the science regarding the impact of physical activity in the prevention and treatment of overweight and obesity and to highlight innovative strategies for promoting physical activity across different segments of the population. This report summarizes the presentations and discussions from this workshop.

Publication information

196 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-37814-1
ISBN Ebook: 0-309-37815-X
DOI: https://doi.org/10.17226/21802

Suggested citation

Institute of Medicine. 2015. Physical Activity: Moving Toward Obesity Solutions: Workshop Summary. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

On April 14-15, 2015, the Roundtable on Obesity Solutions held a 2-day workshop titled "Physical Activity: Moving Toward Obesity Solutions." The goal of the workshop was to provide an expert summary of the state of the science regarding the impact of physical activity in the prevention and treatment of overweight and obesity and to highlight innovative strategies for promoting physical activity across segments of the population. This Workshop in Brief highlights key points made during the presentations and discussion.

Additional materials

Interactive Report Overview

Publication information

6 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-37582-7
DOI: https://doi.org/10.17226/21760

Suggested citation

Institute of Medicine. 2015. Physical Activity: Moving Toward Obesity Solutions: Workshop in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Hardcover - $60.30
Ebook - $49.49

Buy the book

Request an exam or desk copy

The U.S. Department of Defense (DoD) faces short-term and long-term challenges in selecting and recruiting an enlisted force to meet personnel requirements associated with diverse and changing missions. The DoD has established standards for aptitudes/abilities, medical conditions, and physical fitness to be used in selecting recruits who are most likely to succeed in their jobs and complete the first term of service (generally 36 months). In 1999, the Committee on the Youth Population and Military Recruitment was established by the National Research Council (NRC) in response to a request from the DoD. One focus of the committee's work was to examine trends in the youth population relative to the needs of the military and the standards used to screen applicants to meet these needs.

When the committee began its work in 1999, the Army, the Navy, and the Air Force had recently experienced recruiting shortfalls. By the early 2000s, all the Services were meeting their goals; however, in the first half of calendar year 2005, both the Army and the Marine Corps experienced recruiting difficulties and, in some months, shortfalls. When recruiting goals are not being met, scientific guidance is needed to inform policy decisions regarding the advisability of lowering standards and the impact of any change on training time and cost, job performance, attrition, and the health of the force.

Assessing Fitness for Military Enlistment examines the current physical, medical, and mental health standards for military enlistment in light of (1) trends in the physical condition of the youth population; (2) medical advances for treating certain conditions, as well as knowledge of the typical course of chronic conditions as young people reach adulthood; (3) the role of basic training in physical conditioning; (4) the physical demands and working conditions of various jobs in today's military services; and (5) the measures that are used by the Services to characterize an individual's physical condition. The focus is on the enlistment of 18- to 24-year-olds and their first term of service.

Publication information

264 pages · 6 x 9 · hardcover
ISBN Ebook: 0-309-65580-3
DOI: https://doi.org/10.17226/11511

Suggested citation

National Research Council. 2006. Assessing Fitness for Military Enlistment: Physical, Medical, and Mental Health Standards. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The Roundtable on Mentorship, Well-being, and Professional Development convened a workshop on October 28 and 29th, 2024 to explore how the well-being, professional development, and interpersonal and mentoring relationships of graduate students, postdoctoral scholars, and faculty are affected by national and global events, cultural shifts, and legal changes.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09918-8
DOI: https://doi.org/10.17226/29093

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Mentorship, Well-Being, and Professional Development in Times of Societal Change and Institutional Disruptions: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Despite the significant contributions of graduate students and postdoctoral scholars to scientific research, the environments in which they work and learn often offer inconsistent mentorship and professional development opportunities and only intermittently address their mental, financial, and social well-being.

To examine mentorship, well-being, and professional development and the challenge of translating existing mentorship theory into effective interventions, The Roundtable on Mentorship, Well-being, and Professional Development convened a workshop on November 1 and 2, 2023. This publication summarizes the presentation and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-71615-2
DOI: https://doi.org/10.17226/27513

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Mentorship, Well-Being, and Professional Development in STEMM: Addressing the "Knowing-Doing Gap": Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

On September 13 and 14, 2022, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a workshop entitled Foundations of Data Science for Students in Grades K–12. Speakers and participants explored the rapidly growing field of K-12 data science education, by surveying the current landscape, surfacing what is known, and identifying what is needed to support student learning, develop curriculum and tools, and prepare educators. To support these conversations, four papers were commissioned and discussed during the workshop. This publication summarizes the presentations and discussion of the workshop.

Publication information

152 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69815-4
ISBN Ebook: 0-309-69816-2
DOI: https://doi.org/10.17226/26852

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $54.00
Ebook - $44.09

Buy the book

Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success.

Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development.

Additional materials

Press Release

Publication information

222 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-49903-8
ISBN Ebook: 0-309-49904-6
DOI: https://doi.org/10.17226/25603

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2020. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Faculty in science, technology, engineering, and medicine (STEM) are expected to excel in their technical work, teaching, and professional service. Their career advancement is often determined by academic peers evaluating accomplishments in these three areas. Recently, however, there is a growing concern that the evaluation of those accomplishments and traditional incentive systems are misaligned with some of the values and missions of higher education institutions, such as student learning, public engagement, and innovative research. Debates about current advancement systems also point to a body of research on the negative effects of traditional advancement criteria on the academic environment and workforce, including the influence of systemic and individual biases on the promotion and advancement of women and individuals from underrepresented populations.

To examine and potentially re-envision advancement pathways for all STEM faculty, the National Academies of Sciences, Engineering, and Medicine convened academic leaders, scientists, engineers, medical professionals, scholars, philanthropists, and representatives from higher education associations and research funding agencies in October 2019. The Convocation on Re-envisioning Promotion and Advancement for STEM Faculty: Aligning Incentives with Values addressed challenges with the current system of faculty advancement and considered changes to promotion practices. Particular emphasis was placed on aligning faculty reward pathways to institutional and departmental missions and values. This publication highlights the presentation and discussion of the convocation.

Publication information

8 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-67516-2
DOI: https://doi.org/10.17226/25742

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2020. Re-envisioning Promotion and Advancement for STEM Faculty: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $21.60
Ebook - $17.99

Buy the book

Request an exam or desk copy

In recent years, concerns have grown about foreign actors exploiting the openness of the U.S. research ecosystem to misappropriate scientific and technological information to enhance their nations' scientific, economic, and military capabilities. Research security requirements for academic institutions currently include research security training, disclosure of funding sources in applications for federal research and development awards, and the development of comprehensive research security plans focused on cybersecurity, foreign travel security, insider threat awareness training, and export control training and compliance. These requirements are being implemented, and additional requirements are being contemplated.

To consider the impacts of current and potential research security requirements, the National Academies of Sciences, Engineering, and Medicine convened a workshop on May 22-23, 2025, in Washington, DC. The event focused on potential measures of effectiveness and performance and the data needed to assess research security and protection efforts in higher education by a range of federal agencies. This proceedings describes the presentations and discussions at the workshop.

Publication information

112 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-59915-6
ISBN Ebook: 0-309-59916-4
DOI: https://doi.org/10.17226/29241

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing Research Security Efforts in Higher Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Request an exam or desk copy

The public colleges and universities established in 1862, 1890, and 1994 as part of the land-grant system have historically played an important role in bringing the assets of institutions of higher education to bear on the public good. This report describes how the land-grant institutions can increase their collective impact for the public good by growing their institution-wide capacity to partner with each other, with communities, and with organizations across different sectors of society.

The report concludes that developing successful collaborative platforms require authentic engagement and long-term relationship building between universities and their partners. It found that a network of organizations, faculty members, and university professionals invested in supporting engagement and collaboration is emerging on campuses, states, and nationally. Among other roles, they act as catalysts for and facilitators of collaboration, help colleges and universities learn from collaborations, and seek to develop appropriate metrics of outcomes and impact with the input of invested partners. To encourage and sustain the involvement of more academic units from across the land-grant institution in collaborative activity, university leadership can establish infrastructure, incentives, rewards, and other supports. The intention is to move the institutional culture to embrace external engagement as a means of aligning their academic programs with public values. By strengthening collaboration and embedding public purpose into research, teaching, and extension, land-grant institutions can generate more meaningful outcomes for society.

Publication information

100 pages · 7 x 10 ·
ISBN Ebook: 0-309-09914-5
DOI: https://doi.org/10.17226/29092

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Fulfilling the Public Mission of the Land-Grant System: Building Platforms for Collaboration and Impact. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

People, communities, and nature are directly and indirectly affected by long-term shifts in the environment. Transformative action is necessary to respond to these shifts and infuse sustainable practices throughout affected sectors and communities. Higher education institutions are central in identifying sustainable and resilient paths forward that incorporate fundamental research, workforce development, education, and community engagement.

On February 5, 2025, the National Academies of Sciences, Engineering, and convened a public workshop to build upon national dialogues and explore additional mechanisms to advance the role of the higher education sector in supporting sustainability and resilience. The Board on Higher Education and Workforce, in collaboration with the National Academies Climate Crossroads initiative, brought together higher education stakeholders to share visions of collaboration and success, possible frameworks for cooperation and implementation, and potential partners for sustainability and resilience initiatives - including surrounding communities, industry, and state and local government. This publication summarizes the presentation and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99444-6
DOI: https://doi.org/10.17226/29177

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Higher Education's Path to Sustainability and Resilience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Research shows that sexual harassment can cause harm to not only the survivor of sexual harassment but also the person accused of the harassing behavior and the community in which the harassment has occurred. Given many institutions' primary focus on compliance processes and relative lack of attention to addressing the harm experienced by different individuals as a result of the harassment, there is a pressing need for work that elucidates the resources that currently exist and the resources that are still needed to address that harm.

Synthesizing research, case studies, and archival data from the Action Collaborative's repository of novel work on the topic, this paper explores the harms that can occur as a result of sexual harassment at institutions of higher education, and the resources that exist to remedy those harms. The paper reviews how, at a high level, these laws, policies, and regulations may influence what the remediation of sexual harm can entail, including a brief history of how institutions have approached their remediation efforts in the past, followed by a discussion of the current landscape of efforts to assist various individuals harmed directly or indirectly by sexual harassment over the course of the institutional response process.

Additional materials

Completed Remediation Efforts Matrix to Support Remediating Sexual Harassment-Based Harm

Publication information

76 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09929-3
DOI: https://doi.org/10.17226/29095

Suggested citation

Frasca, T., Alvarado, I., Bühlmann, P., and Hutchison, E. 2025. Identifying Gaps in Sexual Harassment Remediation Efforts in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Additional materials

Interactive Overview

Publication information

388 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI: https://doi.org/10.17226/28268

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

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.

Publication information

132 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-09376-7
ISBN Ebook: 0-309-09377-5
DOI: https://doi.org/10.17226/26314

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.

Import this citation to:

Read Online

Download PDF

Paperback - $54.00
Ebook - $44.09

Buy the book

Established in December 2016, the National Academies of Sciences, Engineering, and Medicine's Roundtable on Data Science Postsecondary Education was charged with identifying the challenges of and highlighting best practices in postsecondary data science education. Convening quarterly for 3 years, representatives from academia, industry, and government gathered with other experts from across the nation to discuss various topics under this charge. The meetings centered on four central themes: foundations of data science; data science across the postsecondary curriculum; data science across society; and ethics and data science. This publication highlights the presentations and discussions of each meeting.

Publication information

223 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-67770-X
ISBN Ebook: 0-309-67771-8
DOI: https://doi.org/10.17226/25804

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2020. Roundtable on Data Science Postsecondary Education: A Compilation of Meeting Highlights. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $43.20
Ebook - $35.09

Buy the book

Request an exam or desk copy

Out-of-School Time (OST) programs play a crucial role in child and youth development, serving as a bridge between school, home, and the community. They offer structured environments where young people can engage in meaningful activities, build relationships, and develop essential life skills. OST programs foster personal growth, academic support, career exploration, and social-emotional development. Since the release of the National Academies' 2002 foundational report, Community Programs for Youth Development (the "Blue Book"), OST programs have evolved significantly.

The Future of Youth Development examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base. The conclusions and recommendations of The Future of Youth Development will guide and support a sustainable OST system that meets the evolving needs of young people across the country.

Additional materials

Interactive Overview

Publication information

498 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72185-7
ISBN Ebook: 0-309-72186-5
DOI: https://doi.org/10.17226/27833

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI: https://doi.org/10.17226/28269

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.

Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Additional materials

Interactive Overview

Publication information

434 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69950-9
ISBN Ebook: 0-309-69951-7
DOI: https://doi.org/10.17226/26859

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Equity in K-12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Behavioral threat assessment is a step-by-step process for evaluating individuals who threaten harm to others, making systematic judgments about the seriousness of the threat based on case-specific and dynamic risk factors, and identifying interventions necessary to support the individuals and reduce risk for harming others. On September 3 and 4, 2024, the National Academies of Sciences, Engineering, and Medicine held a workshop on K-12 Behavioral Threat Assessment Efficacy and Implementation Evaluation Research sponsored by the U.S. Secret Service's National Threat Assessment Center. The workshop was designed to explore existing literature on behavioral threat assessment, examine best practices and challenges to implementation, and identify future research needs. This publication summarizes the presentations and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-72711-1
DOI: https://doi.org/10.17226/27980

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. K-12 Behavioral Threat Assessment Efficacy and Implementation Evaluation Research: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

Individuals and families across the United States face growing challenges in accessing timely, high-quality primary care, which is essential to overall health and well-being. The delivery of such care is becoming more complex, placing undue strain on primary care clinicians and exacerbating existing workforce shortages.

A National Academies committee recently examined the inputs and functions needed for interprofessional teams to successfully and sustainably deliver high-quality primary care. The committee concluded the nation must support the primary care workforce through appropriate and supportive payment; hold payers, states, and health systems accountable in ensuring that such payment reaches primary care practices; and sufficiently train an interprofessional workforce. This report offers nine specific recommendations for how federal agencies and other key players can better support the provision of high-quality, interprofessional, team-based primary care.

Publication information

58 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-99564-7
ISBN Ebook: 0-309-99565-5
DOI: https://doi.org/10.17226/29226

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Building a Workforce to Develop and Sustain Interprofessional Primary Care Teams. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Diagnostic errors are a significant patient safety concern, impacting millions of people across the United States each year. Strengthening education and training for all health care professionals involved in the diagnostic process is essential to improving diagnostic accuracy, timeliness of treatment, and patient outcomes.

In April 2025, the National Academies Forum on Advancing Diagnostic Excellence hosted a public workshop to examine approaches to strengthening health care professional education and training in diagnosis. Speakers explored key topics such as improving diagnostic reasoning for trainees and educators, promoting the appropriate use of diagnostic tests and technologies, fostering patient-centered communication, and advancing interprofessional collaboration. This Proceedings of a Workshop-In Brief highlights the presentations and discussions that occurred at the workshop.

Publication information

19 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99468-3
DOI: https://doi.org/10.17226/29203

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Advancing Health Care Professional Education and Training in Diagnostic Excellence: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

The Scholarship of Teaching and Learning (SOTL) is a systematic and evidence-based approach to examining teaching and improving learning that is openly shared. In the summer and fall of 2024, the National Academies Global Forum on Innovation in Health Professional Education held a public workshop series exploring current and future applications of SOTL to health professional education and elevating its critical value for advancing health professional workforce development across the education to practice continuum. This Proceedings of a Workshop highlights the presentations and discussions that occurred at the workshop.

Publication information

102 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-09902-1
ISBN Ebook: 0-309-09903-X
DOI: https://doi.org/10.17226/29089

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Innovating Scholarship of Teaching and Learning in Health Professions Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $16.20
Ebook - $13.49

Buy the book

Request an exam or desk copy

Since its inception, NASA's Science Activation program has demonstrated considerable success in leveraging the agency's strong public reputation and resources to engage a diversity of audiences in science education projects nationwide. As the program nears the end of this second five-year funding cycle, NASA tasked the National Academies with reviewing its progress and making strategic recommendations for its next round of funding. This consensus study report reflects on the successes of the past few years, addresses persistent challenges, and outlines a pathway forward for Science Activation.

Publication information

102 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72749-9
ISBN Ebook: 0-309-72750-2
DOI: https://doi.org/10.17226/27989

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing NASA Science Activation 2.0: Progress, Achievements, and Strategic Recommendations. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

As of August 2024, dozens of bills across more than half of the U.S. had introduced legislation limiting or prohibiting diversity, equity, and inclusion (DEI) efforts in academia. The National Academies Roundtable on the Promotion of Health Equity hosted a public hybrid workshop in October 2024 to explore the effects of the changing DEI legislation and policies landscape on the health care and public health workforce. Presenters gave special focus to the impact of changes on medical and public health training, curriculum, research, and recruitment, and highlighted potential solutions for mitigating adverse effects of policy changes. This Proceedings of a Workshop-in Brief highlights the presentations and discussions that occurred at the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73559-9
DOI: https://doi.org/10.17226/29075

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Exploring the Changing Diversity, Equity, and Inclusion Legislation and Policy Landscape and Its Impact on Health and Public Health's Workforce, Education, Training, and Research: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $21.60
Ebook - $17.99

Buy the book

Request an exam or desk copy

In recent years, concerns have grown about foreign actors exploiting the openness of the U.S. research ecosystem to misappropriate scientific and technological information to enhance their nations' scientific, economic, and military capabilities. Research security requirements for academic institutions currently include research security training, disclosure of funding sources in applications for federal research and development awards, and the development of comprehensive research security plans focused on cybersecurity, foreign travel security, insider threat awareness training, and export control training and compliance. These requirements are being implemented, and additional requirements are being contemplated.

To consider the impacts of current and potential research security requirements, the National Academies of Sciences, Engineering, and Medicine convened a workshop on May 22-23, 2025, in Washington, DC. The event focused on potential measures of effectiveness and performance and the data needed to assess research security and protection efforts in higher education by a range of federal agencies. This proceedings describes the presentations and discussions at the workshop.

Publication information

112 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-59915-6
ISBN Ebook: 0-309-59916-4
DOI: https://doi.org/10.17226/29241

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Assessing Research Security Efforts in Higher Education: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Request an exam or desk copy

The public colleges and universities established in 1862, 1890, and 1994 as part of the land-grant system have historically played an important role in bringing the assets of institutions of higher education to bear on the public good. This report describes how the land-grant institutions can increase their collective impact for the public good by growing their institution-wide capacity to partner with each other, with communities, and with organizations across different sectors of society.

The report concludes that developing successful collaborative platforms require authentic engagement and long-term relationship building between universities and their partners. It found that a network of organizations, faculty members, and university professionals invested in supporting engagement and collaboration is emerging on campuses, states, and nationally. Among other roles, they act as catalysts for and facilitators of collaboration, help colleges and universities learn from collaborations, and seek to develop appropriate metrics of outcomes and impact with the input of invested partners. To encourage and sustain the involvement of more academic units from across the land-grant institution in collaborative activity, university leadership can establish infrastructure, incentives, rewards, and other supports. The intention is to move the institutional culture to embrace external engagement as a means of aligning their academic programs with public values. By strengthening collaboration and embedding public purpose into research, teaching, and extension, land-grant institutions can generate more meaningful outcomes for society.

Publication information

100 pages · 7 x 10 ·
ISBN Ebook: 0-309-09914-5
DOI: https://doi.org/10.17226/29092

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Fulfilling the Public Mission of the Land-Grant System: Building Platforms for Collaboration and Impact. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

People, communities, and nature are directly and indirectly affected by long-term shifts in the environment. Transformative action is necessary to respond to these shifts and infuse sustainable practices throughout affected sectors and communities. Higher education institutions are central in identifying sustainable and resilient paths forward that incorporate fundamental research, workforce development, education, and community engagement.

On February 5, 2025, the National Academies of Sciences, Engineering, and convened a public workshop to build upon national dialogues and explore additional mechanisms to advance the role of the higher education sector in supporting sustainability and resilience. The Board on Higher Education and Workforce, in collaboration with the National Academies Climate Crossroads initiative, brought together higher education stakeholders to share visions of collaboration and success, possible frameworks for cooperation and implementation, and potential partners for sustainability and resilience initiatives - including surrounding communities, industry, and state and local government. This publication summarizes the presentation and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-99444-6
DOI: https://doi.org/10.17226/29177

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Higher Education's Path to Sustainability and Resilience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Research shows that sexual harassment can cause harm to not only the survivor of sexual harassment but also the person accused of the harassing behavior and the community in which the harassment has occurred. Given many institutions' primary focus on compliance processes and relative lack of attention to addressing the harm experienced by different individuals as a result of the harassment, there is a pressing need for work that elucidates the resources that currently exist and the resources that are still needed to address that harm.

Synthesizing research, case studies, and archival data from the Action Collaborative's repository of novel work on the topic, this paper explores the harms that can occur as a result of sexual harassment at institutions of higher education, and the resources that exist to remedy those harms. The paper reviews how, at a high level, these laws, policies, and regulations may influence what the remediation of sexual harm can entail, including a brief history of how institutions have approached their remediation efforts in the past, followed by a discussion of the current landscape of efforts to assist various individuals harmed directly or indirectly by sexual harassment over the course of the institutional response process.

Additional materials

Completed Remediation Efforts Matrix to Support Remediating Sexual Harassment-Based Harm

Publication information

76 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-09929-3
DOI: https://doi.org/10.17226/29095

Suggested citation

Frasca, T., Alvarado, I., Bühlmann, P., and Hutchison, E. 2025. Identifying Gaps in Sexual Harassment Remediation Efforts in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Additional materials

Interactive Overview

Publication information

388 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI: https://doi.org/10.17226/28268

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $43.20
Ebook - $35.09

Buy the book

Request an exam or desk copy

Out-of-School Time (OST) programs play a crucial role in child and youth development, serving as a bridge between school, home, and the community. They offer structured environments where young people can engage in meaningful activities, build relationships, and develop essential life skills. OST programs foster personal growth, academic support, career exploration, and social-emotional development. Since the release of the National Academies' 2002 foundational report, Community Programs for Youth Development (the "Blue Book"), OST programs have evolved significantly.

The Future of Youth Development examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base. The conclusions and recommendations of The Future of Youth Development will guide and support a sustainable OST system that meets the evolving needs of young people across the country.

Additional materials

Interactive Overview

Publication information

498 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72185-7
ISBN Ebook: 0-309-72186-5
DOI: https://doi.org/10.17226/27833

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI: https://doi.org/10.17226/28269

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.

Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Additional materials

Interactive Overview

Publication information

434 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-69950-9
ISBN Ebook: 0-309-69951-7
DOI: https://doi.org/10.17226/26859

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Equity in K-12 STEM Education: Framing Decisions for the Future. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The National Academies of Sciences, Engineering, and Medicine's Forum for Children's Well-Being hosted an implementation summit on June 13, 2024, titled "Implementing a New Vision for High-Quality Preschool Curriculum." This event brought together a diverse group of thought leaders, researchers, policymakers, leaders from nonprofit and professional associations, educators, as well as community representatives. They gathered to build on the recommendations from the National Academies report, A New Vision for High-Quality Preschool Curriculum.

Together, participants discussed the translation of the report's recommendations into actionable next steps, focusing on advancing equity and excellence in preschool curricula. Through dynamic panel discussions and interactive sessions, participants explored models of curriculum development, implementation, and evaluation, highlighting the importance of culturally responsive practices, evidence-based approaches, and systemic support for educators.

Publication information

12 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-72895-9
DOI: https://doi.org/10.17226/28031

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Implementing a New Vision for High-Quality Preschool Curriculum: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

The National Academies of Sciences, Engineering, and Medicine's Forum for Children's Well-Being hosted an implementation summit on June 13, 2024, titled "Implementing a New Vision for High-Quality Preschool Curriculum." This event brought together a diverse group of thought leaders, researchers, policymakers, leaders from nonprofit and professional associations, educators, as well as community representatives. They gathered to build on the recommendations from the National Academies report, A New Vision for High-Quality Preschool Curriculum.

Together, participants discussed the translation of the report's recommendations into actionable next steps, focusing on advancing equity and excellence in preschool curricula. Through dynamic panel discussions and interactive sessions, participants explored models of curriculum development, implementation, and evaluation, highlighting the importance of culturally responsive practices, evidence-based approaches, and systemic support for educators.

Publication information

12 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-72895-9
DOI: https://doi.org/10.17226/28031

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Implementing a New Vision for High-Quality Preschool Curriculum: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $40.50
Ebook - $33.29

Buy the book

Request an exam or desk copy

A high-quality preschool education can foster critical development and learning that promotes joyful, affirming, and enriching learning opportunities that prepare children for success in school and life. While preschool programs generally provide emotionally supportive environments, their curricula often fall short in advancing learning in math, early literacy, and science, and lack the necessary support for multilingual learners emerging bilingualism. Additionally, access to high-quality, effective early learning experiences may be limited and inadequate based on factors such as a childs race, location, gender, language, identified disability, and socioeconomic status.

A New Vision for High-Quality Preschool Curriculum examines preschool curriculum quality for children from ages three to five, with special attention to the needs of Black and Latine children, multilingual learners, children with disabilities and children experiencing poverty in the United States. The report articulates a vision for high-quality preschool curricula for all children, grounded in an equity and justice-oriented principles from inception to implementation and evaluation.

Additional materials

Interactive Overview

Publication information

376 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-71401-X
ISBN Ebook: 0-309-71402-8
DOI: https://doi.org/10.17226/27429

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. A New Vision for High-Quality Preschool Curriculum. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Paperback - $35.96
Ebook - $28.79

Buy the book

Request an exam or desk copy

Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting.

Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience.

Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students.

Additional materials

Interactive Overview

Publication information

222 pages · 8.25 x 10 · paperback
ISBN Paperback: 0-309-69821-9
ISBN Ebook: 0-309-69822-7
DOI: https://doi.org/10.17226/26853

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2023. Rise and Thrive with Science: Teaching PK-5 Science and Engineering. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content.

Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering.

Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students.

Additional materials

Interactive Overview

Publication information

285 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-68417-X
ISBN Ebook: 0-309-68418-8
DOI: https://doi.org/10.17226/26215

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $26.10
Ebook - $21.59

Buy the book

Request an exam or desk copy

Active shooter drills have become a standard practice in nearly all U.S. schools, yet their potential impact on students and educators has received limited attention. School Active Shooter Drills: Mitigating Risks to Mental, Emotional, and Behavioral Health explores how these drills are conducted and how to reduce potential harm while supporting school safety. Developed by a committee of experts in education, school safety, public health, pediatrics, child and adolescent development, psychiatry, psychology, neuroscience, public policy, and criminology, this report provides an in-depth review of current practices and offers guidance. The report provides suggestions for implementing practices that promote prevention and preparedness while supporting well-being, and foster learning environments where students and staff feel safe, capable, and supported.

School Active Shooter Drills finds that while drills aim to enhance preparedness, they often vary dramatically in intensity and design, from simple safety walk-throughs to unannounced, high-simulation events. Such inconsistencies can heighten anxiety, distress, and confusion, especially among vulnerable student populations. The report underscores that developmentally appropriate, trauma-informed practices are essential, and drills involving realistic simulations or deception should be avoided entirely.

School Active Shooter Drills outlines actionable recommendations for state and local policymakers, school leaders, researchers, and federal agencies, including banning harmful practices, supporting staff training, ensuring equitable inclusion, and increasing access to mental health resources. This report also calls for national guidance and sustained research to strengthen the evidence base and help schools foster safe, inclusive, and supportive learning environments so that schools not only prepare students and staff for emergencies but also protect their mental, emotional, and behavioral well-being.

Additional materials

Interactive Overview

Publication information

422 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-99198-6
ISBN Ebook: 0-309-99199-4
DOI: https://doi.org/10.17226/29105

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. School Active Shooter Drills: Mitigating Risks to Mental, Emotional, and Behavioral Health. Washington, DC: The National Academies Press.

Import this citation to:

Rapid_expert_consultation

Read Online

Download PDF

COVID-19, along with heightened racial trauma, has caused unprecedented disruption in the lives of youth aged 10-18, leading them to experience increases in mental health concerns. Addressing these negative impacts requires that education leaders, school districts, state and local decision makers, parents, teachers, and youth work together to ensure that young people have the support and resources needed to address their mental, emotional, and behavioral health needs in the wake of the COVID-19 pandemic. This rapid expert consultation identifies school-based strategies for addressing the mental health and well-being challenges among youth that arose or were exacerbated during the COVID-19 pandemic. Included are strategies designed to support the holistic needs not only of youth but also of educators and staff.

This rapid expert consultation was produced through the Societal Experts Action Network (SEAN), an activity of the National Academies of Sciences, Engineering, and Medicine that is sponsored by the National Science Foundation and the Alfred P. Sloan Foundation. SEAN links researchers in the social, behavioral, and economic sciences with decision makers to respond to policy questions arising from the COVID-19 pandemic. The associated workshop series that informed the development of this rapid expert consultation was hosted by the National Academies' Forum for Children's Well-Being.

Additional materials

Interactive Overview

Publication information

20 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-08598-5
DOI: https://doi.org/10.17226/26262

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2021. School-Based Strategies for Addressing the Mental Health and Well-Being of Youth in the Wake of COVID-19. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $43.20
Ebook - $35.09

Buy the book

Request an exam or desk copy

Out-of-School Time (OST) programs play a crucial role in child and youth development, serving as a bridge between school, home, and the community. They offer structured environments where young people can engage in meaningful activities, build relationships, and develop essential life skills. OST programs foster personal growth, academic support, career exploration, and social-emotional development. Since the release of the National Academies' 2002 foundational report, Community Programs for Youth Development (the "Blue Book"), OST programs have evolved significantly.

The Future of Youth Development examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base. The conclusions and recommendations of The Future of Youth Development will guide and support a sustainable OST system that meets the evolving needs of young people across the country.

Additional materials

Interactive Overview

Publication information

498 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72185-7
ISBN Ebook: 0-309-72186-5
DOI: https://doi.org/10.17226/27833

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $36.00
Ebook - $29.69

Buy the book

Request an exam or desk copy

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education - and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States.

Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

Additional materials

Interactive Overview

Publication information

388 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI: https://doi.org/10.17226/28268

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Postdoctoral scholars are particularly vulnerable to sexual harassment because of their early career stage, a lack of clear institutional policies, and dyadic relationships with their advisors, among other factors. Recent surveys and listening sessions have reiterated this issue, indicating that workplace bullying, harassment, and discrimination are chief concerns to postdoctoral scholars and that power imbalances are a cross-cutting theme contributing to harassment, bullying, and questionable behaviors by mentors and principal investigators. It is within environments of generalized disrespect and incivility that much sexual harassment occurs.

This issue paper builds on the findings and recommendations in the 2018 report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine by providing more information related to implementing the report’s recommendation to diffuse the hierarchical and dependent relationships between faculty and their trainees (e.g., students, postdoctoral fellows, residents). Through this paper, individual scholars, higher education leaders, and practitioners from the Action Collaborative’s Response Working Group describe key institutional considerations and challenges in supporting postdoctoral scholars experiencing sexual harassment in higher education.

Publication information

84 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73295-6
DOI: https://doi.org/10.17226/28852

Suggested citation

Gary, S., A. Allison, S. Burton, C. Cuthbert-Martinez, L. J. McKown, and S. Rankin. 2025. Considerations for Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery.

K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI: https://doi.org/10.17226/28269

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $25.20
Ebook - $20.69

Buy the book

Request an exam or desk copy

In the modern history of the United States, investment in the teaching of science, technology, engineering and mathematics has resulted in a rich variety of education innovations (programs, practices, models, and technologies). Although a number of these innovations have had the potential to impact learners on a broad scale, that potential often remains unrealized. Efforts vary in their success in widescale implementation and sustainability across different educational contexts - leaving questions about how to achieve the major improvements to STEM education that many policy leaders seek.

Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses examines the interconnected factors at local, regional, and national levels that foster or hinder the widespread implementation of promising, evidence-based Pre-K-12 STEM education innovations, to identify gaps in the research, and to provide guidance on how to address barriers to implementation. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Additional materials

Publication information

438 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI: https://doi.org/10.17226/27950

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Scaling and Sustaining Pre-K-12 STEM Education Innovations: Systemic Challenges, Systemic Responses. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

The complex challenges facing society today call for new ways of doing research that bring researchers, policy makers, community leaders and members, industry stakeholders, and others together to identify evidence needs, contribute different kinds of knowledge and expertise, and use evidence to accomplish shared goals. Although momentum is building toward a research enterprise that more routinely enables and rewards this type of collaboration, the development of institutional capacities to support diverse forms of engaged research have not kept pace with the need for them.

To explore opportunities for engaged and societally impactful scholarship, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine convened a workshop, Building Institutional Capacity for Engaged Research in Washington, D.C, held online on June 13 and 14, 2024. A diverse set of leaders and stakeholders from across the research ecosystem shared actionable ideas and innovations that participants could use for building institutional capacity for engaged research in their own in their own institutions and settings and proposed concrete ideas for coordination and capacity building to advance engaged research. This publication summarizes the presentations and discussion of the workshop.

Additional materials

Interactive Overview

Publication information

118 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-73033-3
ISBN Ebook: 0-309-73034-1
DOI: https://doi.org/10.17226/28337

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Building Institutional Capacity for Engaged Research: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Symposium_in_brief

Read Online

Download PDF

Paperback - $19.80
Ebook - $16.19

Buy the book

Request an exam or desk copy

On September 22, 2022, the National Academy of Sciences held a symposium entitled Endless Frontier 2022: Research and Higher Education Institutions for the Next 75 Years. The event was a follow up to a February 2020 NAS symposium convened to celebrate the 75th anniversary of the landmark report Science, the Endless Frontier.

Building on the 2020 symposium and on lessons learned during the COVID-19 pandemic, the September 2022 symposium sought to generate tools, strategies, and actionable steps that people and institutions can implement to ensure that science and technology continue to serve the public good. The symposium was designed to progress from broad perspectives that encompass the entire science and technology enterprise to consideration of more specific issues. This proceedings summarizes the 2022 symposium.

Publication information

54 pages · 8.5 x 11 · paperback
ISBN Paperback: 0-309-69961-4
ISBN Ebook: 0-309-69962-2
DOI: https://doi.org/10.17226/26863

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2023. Transforming Research and Higher Education Institutions in the Next 75 Years: Proceedings of the 2022 Endless Frontier Symposium. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $19.80
Ebook - $16.19

Buy the book

Request an exam or desk copy

Land-grant colleges and universities play a crucial role in addressing the complex challenges facing the U.S. agricultural system and global food security. Multidisciplinary collaboration involving a diversity of land-grant institutions has the potential to accelerate scientific progress on those challenges. However, historical and current funding disparities have prevented Historically Black Colleges and Universities and Tribal Colleges and Universities from being full partners in multi-institutional collaborations. This report, produced by request of the U.S. Department of Agriculture National Institute of Food and Agriculture acting on a congressional directive, examines how enhanced cooperation across the land-grant system could deepen and expand the impact of its agricultural work, which is critical to address evolving industry and environmental challenges, as well as demands from consumers.

The report concludes that many investigators are unaware of potential partners with complementary expertise across the system. The report states that adopting a culture of collaboration could improve the coordination in the land-grant system. Key report recommendations include improving systems and incentives for facilitating academic partnerships, providing dedicated support for collaboration across the land-grant system, and enhancing outreach strategies for communicating about the beneficial outcomes of collaborative research.

Publication information

62 pages · 8.5 x 11 · paperback
ISBN Paperback: 0-309-69107-9
ISBN Ebook: 0-309-69108-7
DOI: https://doi.org/10.17226/26640

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Enhancing Coordination and Collaboration Across the Land-Grant System. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Request an exam or desk copy

STEM (science, technology, engineering, and mathematics) plays a key role in accelerating economic growth and developing innovative solutions to pressing challenges facing the African continent. Over the past few decades, much work has been done to develop university systems in African countries in recognition of the role that high-caliber teaching and research in STEM fields play in economic development. African universities and their governments have made many of these gains through partnering across countries and sectors. Often, however, these efforts are based on individual connections and do not lead to long-term change. Inspired by STEM's potential to tackle African and global challenges, a group of academic leaders has come together to explore a synergistic approach to transform African institutions of higher education and increase the global engagement of U.S. institutions. They developed an initial vision for a next-generation Africa-U.S. STEM initiative that would take place for at least 10 years, with funds of at least $10 million annually from governments, the private sector, philanthropies, and other organizations. To obtain input from stakeholders on how such an initiative could develop, the group held a virtual workshop March 14-16, 2022, convened by the National Academies of Sciences, Engineering, and Medicine. This publication summarizes the presentations and discussions of the workshop.

Publication information

36 pages · 6 x 9 ·
ISBN Ebook: 0-309-69170-2
DOI: https://doi.org/10.17226/26655

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Toward a Transformational Africa-U.S. STEM University Initiative: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Request an exam or desk copy

Publication information

17 pages · 11 x 8.5 ·
DOI: https://doi.org/10.17226/26711

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Office of Diversity and Inclusion Annual Report 2021–2022: Building Capacity to Advance Diversity, Equity, and Inclusion. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $18.00
Ebook - $15.29

Buy the book

Request an exam or desk copy

Individuals, institutions, and communities all have a role in strengthening representation of Black men and Black women in science, engineering, and medicine (SEM). The SEM workplace has historically not been an equitable space for students, faculty, staff, and professionals, but promising practices nationwide are changing that narrative.

On September 19-20, 2022, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop to examine local, regional, and national opportunities to engage with and leverage community support and mutually beneficial partnerships that build inclusive environments for Black undergraduate, graduate, and medical students and increase the representation of Black professionals in SEM. Workshop participants helped identify practices, policies, and partnerships with demonstrated success; laid a foundation for collaborative dialogue that involves student involvement in the planning, implementation, and evaluation of SEM programs; and identified the resources and actions necessary to further positive change for Black SEM students and professionals.

Publication information

120 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-71771-X
ISBN Ebook: 0-309-71772-8
DOI: https://doi.org/10.17226/27731

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Community Support, Partnerships, and Inclusive Environments for Black Students and Professionals in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Paperback - $21.60
Ebook - $17.99

Buy the book

Request an exam or desk copy

A planning committee of the National Academies of Sciences, Engineering, and Medicine convened a series of three hybrid workshops to examine the key issues highlighted in the National Academies 2022 consensus study report, Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. As Department of Defense and other partners sought to implement the 2022 report recommendations, key questions remained to be explored, particularly related to how to seek ways of building research capacity at minority institutions (MIs) and develop true partnerships between MIs, other institutions of higher education, and federal agencies. The workshops featured commissioned research and literature reviews as well as case studies to illuminate problems, barriers, and approaches to increase research capacity at Historically Black Colleges and Universities.

Publication information

192 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-71609-8
ISBN Ebook: 0-309-71610-1
DOI: https://doi.org/10.17226/27511

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Building Defense Research Capacity at Historically Black Colleges and Universities, Tribal Colleges and Universities, and Minority-Serving Institutions: Proceedings of Three Town Halls. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $20.70
Ebook - $17.09

Buy the book

Request an exam or desk copy

Increasing the number of Black men and Black women who enter the fields of science, engineering, and medicine (SEM) will benefit the social and economic health of the nation. On May 2-3, 2022 the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a workshop to highlight promising financial and supportive services and programs throughout various stages of career development. Sessions followed student progression through the major stages of education and career development, and identified policies and practices that aim to mitigate and alleviate long-standing barriers to the full participation of Black students in SEM at the K–12, undergraduate, and graduate and professional levels.

Publication information

132 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-71250-5
ISBN Ebook: 0-309-71251-3
DOI: https://doi.org/10.17226/27339

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2024. Supporting Black Students Through Their Science, Engineering, and Medicine Career Journeys: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $58.50
Ebook - $49.49

Buy the book

Request an exam or desk copy

Historically Black Colleges and Universities (HBCUs) and other minority institutions (MIs) represent a valuable resource to expand the Department of Defense's (DoD) government and extramural workforce and science and technology enterprise. The more than 400 public and private HBCUs, Tribal Colleges and Universities, Hispanic-Serving Institutions, and other two- and four-year MIs are positioned to make strong and uniquely important contributions to the defense research enterprise, offering DoD an opportunity to widen its talent pool and diversify STEM research and ultimately strengthen its ability to support national security.

Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions examines the status of DoD research at HBCUs and MIs, including the methods and means necessary to advance research capacity at these institutions in order to comprehensively address the national security and defense needs of the United States. This report offers recommendations to guide DoD, Congress, HBCU/MIs, and partnering entities in supporting and strengthening the role of these institutions in defense research. A strategic commitment will translate into increased opportunities for HBCU/MIs to diversify the future American academic, industrial, and government STEM workforce upon which DoD will depend.

Publication information

270 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-27374-9
ISBN Ebook: 0-309-27375-7
DOI: https://doi.org/10.17226/26399

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press.

Import this citation to:

Workshop

Read Online

Download PDF

Paperback - $22.50
Ebook - $18.89

Buy the book

Request an exam or desk copy

The number of Black students in science, engineering, and medicine in the United States has remained disproportionately low over the past several decades. A number of reasons have been identified as contributing to these low numbers, including those related to finances. Financial considerations range from the most immediate - the ability of students to pay for their education and associated costs - to more structural concerns, such as inequities that created and have perpetuated a wealth gap between races and ethnic groups.

On April 19-20, 2021, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine organized a virtual public workshop to examine financial barriers for Black students in science, engineering, and medicine, explore existing educational programs to them, and engage stakeholders in conversations about partnerships and policies that span academia, industry, and philanthropy. This publication summarizes the presentation and discussion of the workshop.

Publication information

110 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-68889-2
ISBN Ebook: 0-309-68890-6
DOI: https://doi.org/10.17226/26576

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2022. Understanding and Offsetting Financial Barriers for Black Students in Science, Engineering, and Medicine: Programs, Partnerships, and Pathways: Proceedings of a Workshop. Washington, DC: The National Academies Press.

Import this citation to:

Read Online

Download PDF

Request an exam or desk copy

Postdoctoral scholars are particularly vulnerable to sexual harassment because of their early career stage, a lack of clear institutional policies, and dyadic relationships with their advisors, among other factors. Recent surveys and listening sessions have reiterated this issue, indicating that workplace bullying, harassment, and discrimination are chief concerns to postdoctoral scholars and that power imbalances are a cross-cutting theme contributing to harassment, bullying, and questionable behaviors by mentors and principal investigators. It is within environments of generalized disrespect and incivility that much sexual harassment occurs.

This issue paper builds on the findings and recommendations in the 2018 report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine by providing more information related to implementing the report’s recommendation to diffuse the hierarchical and dependent relationships between faculty and their trainees (e.g., students, postdoctoral fellows, residents). Through this paper, individual scholars, higher education leaders, and practitioners from the Action Collaborative’s Response Working Group describe key institutional considerations and challenges in supporting postdoctoral scholars experiencing sexual harassment in higher education.

Publication information

84 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73295-6
DOI: https://doi.org/10.17226/28852

Suggested citation

Gary, S., A. Allison, S. Burton, C. Cuthbert-Martinez, L. J. McKown, and S. Rankin. 2025. Considerations for Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education: Issue Paper. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

As part of their ongoing work, the Board on Higher Education and Workforce and the Roundtable on Mentorship, Well-being, and Professional Development of the National Academies of Sciences, Engineering, and Medicine convened an in-person and online workshop on Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem on April 30, 2024, on the campus of Duke University in Durham, North Carolina. The workshop sought to highlight the roles senior leaders (e.g., presidents, provosts, and deans) play in embodying an equitable research ecosystem - sharing strategies and resources and allowing participants to develop actionable plans that integrate mentorship, well-being, and professional development for graduate and professional students and postdoctoral scholars. This publication summarizes the presentations and discussion of the workshop.

Publication information

13 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-73373-1
DOI: https://doi.org/10.17226/28908

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2025. Empowering Senior Higher Education Leaders in Developing an Equitable Research Ecosystem: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Originally viewed as a few years of apprenticeship and an opportunity to prepare for an independent research career, postdoctoral training has progressed to a state of limbo for some researchers, with longer training durations; uncertain career prospects; and variability in the training, mentoring, and professional status across the neuroscience ecosystem. These challenges have been further exacerbated by the COVID-19 pandemic, resulting in a high level of uncertainty and stress for many postdoctoral researchers.

To highlight these challenges and explore opportunities for modernizing postdoctoral training, the Forum on Neuroscience and Nervous System Disorders of the National Academies of Sciences, Engineering, and Medicine held a virtual workshop on February 16, 2021, titled Re-envisioning Postdoctoral Training in Neuroscience. This was the fourth workshop in a series, originating from the Forum's Action Collaborative on Neuroscience Training: Developing a Nimble and Versatile Workforce, designed to illuminate critical issues and catalyze a reconsideration of how neuroscience training could be designed to meet current and future workforce needs across multiple sectors. This Proceedings of a Workshop-in Brief summarizes the discussions that occurred at the workshop.

Additional materials

Interactive Overview

Publication information

10 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-49161-4
DOI: https://doi.org/10.17226/26169

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2021. Re-envisioning Postdoctoral Training in Neuroscience: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Workshop_in_brief

Read Online

Download PDF

Request an exam or desk copy

Graduate training in the social and behavioral sciences (SBS) has largely remained unchanged in the past 35 years despite trends toward multidisciplinary research and varying pathways given changing workforce needs. To help identify how SBS graduate education could be adapted given these trends, the Board on Science Education convened a 2-day workshop in June 2017 on graduate training in the social and behavioral sciences. Participants included current SBS graduate students, postdoctoral fellows, faculty and academic leaders, members of professional societies, funding agencies, and leaders in government and business. This publication briefly summarizes the presentations and discussions from the workshop.

Publication information

12 pages · 8.5 x 11 ·
ISBN Ebook: 0-309-46523-0
DOI: https://doi.org/10.17226/24891

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2017. Graduate Training in the Social and Behavioral Sciences: Proceedings of a Workshop--in Brief. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $53.10
Ebook - $43.19

Buy the book

The past half-century has witnessed a dramatic increase in the scale and complexity of scientific research. The growing scale of science has been accompanied by a shift toward collaborative research, referred to as "team science." Scientific research is increasingly conducted by small teams and larger groups rather than individual investigators, but the challenges of collaboration can slow these teams' progress in achieving their scientific goals. How does a team-based approach work, and how can universities and research institutions support teams?

Enhancing the Effectiveness of Team Science synthesizes and integrates the available research to provide guidance on assembling the science team; leadership, education and professional development for science teams and groups. It also examines institutional and organizational structures and policies to support science teams and identifies areas where further research is needed to help science teams and groups achieve their scientific and translational goals. This report offers major public policy recommendations for science research agencies and policymakers, as well as recommendations for individual scientists, disciplinary associations, and research universities. Enhancing the Effectiveness of Team Science will be of interest to university research administrators, team science leaders, science faculty, and graduate and postdoctoral students.

Publication information

280 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-31682-0
ISBN Ebook: 0-309-31683-9
DOI: https://doi.org/10.17226/19007

Suggested citation

National Research Council. 2015. Enhancing the Effectiveness of Team Science. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $49.50
Ebook - $40.49

Buy the book

Request an exam or desk copy

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

Additional materials

Press Release

Publication information

342 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-47908-8
ISBN Ebook: 0-309-47909-6
DOI: https://doi.org/10.17226/25182

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2018. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Washington, DC: The National Academies Press.

Import this citation to:

Consensus

Read Online

Download PDF

Paperback - $31.50
Ebook - $26.09

Buy the book

Request an exam or desk copy

As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth.

Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds.

Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding.

In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.

Publication information

240 pages · 6 x 9 · paperback
ISBN Paperback: 0-309-18658-7
ISBN Ebook: 0-309-18659-5
DOI: https://doi.org/10.17226/13090

Suggested citation

National Research Council. 2011. Allocating Federal Funds for State Programs for English Language Learners. Washington, DC: The National Academies Press.

Import this citation to:

Log In

Sign in to access your saved publications, downloads, and email preferences.

Former MyNAP users: You'll need to reset your password on your first login to MyAcademies. Click "Forgot password" below to receive a reset link via email. Having trouble? Visit our FAQ page to contact support.

Members of the National Academy of Sciences, National Academy of Engineering, or National Academy of Medicine should log in through their respective Academy portals.

Email (required)
Password (required)

Don't have an account?

Register

Email (required)
New password (required)
Retype password (required) Password must be at least 8 characters
I accept the terms of use
terms of use

Thank You

Thank you for creating a MyAcademies account!

Enjoy free access to thousands of National Academies' publications, a 10% discount off every purchase, and build your personal library.

Forgot Password

Enter the email address for your MyAcademies (formerly MyNAP) account to receive password reset instructions.

Reset Requested

We sent password reset instructions to your email . Follow the link in that email to create a new password. Didn't receive it? Check your spam folder or contact us for assistance.

Reset Password

New password (required)
Retype password (required) Password must be at least 8 characters

Reset Password

Your password has been reset.

Log In

Verify email

Verify Your Email Address

We sent a verification link to your email. Please check your inbox (and spam folder) and follow the link to verify your email address. If you did not receive the email, you can request a new verification link below

Subscribe

First Name
Last Name
Email (required)
I agree to receive emails from the National Academies (required)

We respect your privacy and will never share your information.

My Academies

Education

Dropdown items

What's happening

Featured Publications

Featured work

Equitable and Effective Teaching in Undergraduate STEM Education: A Framework for Institutions, Educators and Disciplines

Developing and Sustaining Effective Interprofessional Primary Care Teams

The Impact of Active Shooter Drills on Student Health and Wellbeing

Building Impactful Collaborative Platforms in the Land-Grant System

PreK-12 STEM Education Innovations

Adult Learning in the Military Context

Development of a Plan to Promote Defense Research at Historically Black Colleges and Universities, Tribal Colleges and Universities, and Hispanic-Serving Institutions

Elementary Particle Physics: Progress and Promise

Workplace Barriers, Solutions, and Policies for STEM and STEM Education Professionals and Postsecondary Students with Disabilities

Identifying Gaps in Sexual Harassment Remediation Efforts: Issue Paper

Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education

AI, Automation, and the Future of Work: A Two-Part Webinar Series on Workforce Transformation

On Being a Scientist Panel on Collaborating Responsibly

On Being a Scientist Panel on Responsible Conduct and Stewardship of the Research Process

On Being a Scientist Panel on Openness and Security

On Being a Scientist: An Updated and Online Guide to the Responsible and Ethical Conduct of Research

Education for Thriving in a Changing Climate

Roles, Responsibilities, and Expectations of STEM Graduate Students and Postdoctoral Scholars: A Conversation Series

Infrastructures for Sexual Harassment Prevention Efforts

Postdoctoral Scholars' Experiences of Sexual Harassment and Opportunities for Support

PreK-12 STEM Education Innovations

Identifying Gaps in Sexual Harassment Remediation Efforts: Issue Paper

Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education

Infrastructures for Sexual Harassment Prevention Efforts

Methods for Evaluating Efforts to Address Sexual Harassment

The Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention

Responsible Science: Ensuring the Integrity of the Research Process

Applying Procedural Justice to Prevent and Address Sexual Harassment

Building on Civility to Prevent Sexual Harassment

Addressing Environmental Harms to Reduce Sexual Harassment

Modernizing Mathematics Education for Grades 9-14

Enhancing the Reach and Contributions of Informal STEM Learning

Perspectives on the Impact of Active Shooter Drills and Other School Security Measures: A Listening Session Series

Hazard Mitigation and Resilience Applied Research Topics

Enhancing the U.S. Chemical Economy through Investments in Fundamental Research in the Chemical Sciences

Teacher Development Continuum in the United States and China: A Workshop

Understanding the Changing Structure of the K-12 Teacher Workforce

How People Learn II: The Science and Practice of Learning

Central Puget Sound Region, WA Pilot Community

Tulsa, OK Pilot Community

Identifying Gaps in Sexual Harassment Remediation Efforts: Issue Paper

Supporting Postdoctoral Scholars Experiencing Sexual Harassment in Higher Education

Education for Thriving in a Changing Climate

Infrastructures for Sexual Harassment Prevention Efforts

Methods for Evaluating Efforts to Address Sexual Harassment

Bystander Intervention for Faculty, Staff, and Graduate Students

Sexual Harassment in Academia

Applying Procedural Justice to Prevent and Address Sexual Harassment

Building on Civility to Prevent Sexual Harassment

Addressing Environmental Harms to Reduce Sexual Harassment

Modernizing Mathematics Education for Grades 9-14

Enhancing the Reach and Contributions of Informal STEM Learning

Opportunities for the National Assessment of Educational Progress in an Age of AI and Pervasive Computation: A Pragmatic Vision

The Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education

Call to Action for Science Education

A Vision and Roadmap for Education Statistics

Accelerating Behavioral Science Through Ontology Development and Use

Guidance for K-12 Education on Responding to COVID-19

2022-2023 Jefferson Science Fellowships Distinguished Lecture Series

2021-2022 Jefferson Science Fellowships Distinguished Lecture Series

Developing and Sustaining Effective Interprofessional Primary Care Teams

AI, Automation, and the Future of Work: A Two-Part Webinar Series on Workforce Transformation

Education for Thriving in a Changing Climate

Careers that Care: Strengthening the Future of Animal Research Professions

Options for a National Plan for Smart Manufacturing

Equitable and Effective Teaching in Undergraduate STEM Education: A Framework for Institutions, Educators and Disciplines

Building Impactful Collaborative Platforms in the Land-Grant System

Adult Learning in the Military Context

AI, Automation, and the Future of Work: A Two-Part Webinar Series on Workforce Transformation

Education for Thriving in a Changing Climate

Science for Judges - Development of the Reference Manual on Scientific Evidence, 4th Edition

Developing Indicators for Undergraduate STEM Education

Barriers and Opportunities in Completing Two- and Four-Year STEM Degrees

Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy