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Roundtable on Systemic Change in Undergraduate STEM Education

The Roundtable fosters ongoing discussion of the challenges to and strategies for improving undergraduate STEM education among federal officials, the business community, policy makers, educators, and academic scientists, mathematicians, and engineers. It uses foundational knowledge of the evidence base on pedagogy and systemic change in higher education to inform and advance reform efforts.

Areas of focus include supportive pathways to STEM learning and STEM careers, humanizing STEM education and making the STEM culture more inclusive, transition and transfer, professional learning and incentives for the instructional workforce, and the thoughtful use of data to inform educators and leaders of systemic change.

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About Events Projects Publications/Resources

Imagining the Future of Undergraduate STEM Education: Proceedings of a Virtual Symposium

2022

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 under...

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External resources

These materials are not produced by the National Academies.

Humanizing STEM education: an ecological systems framework for educating the whole student

External Resource

This 2023 article, written by Christina Yao, Andrea Follmer Greenhoot, Kelly Mack, Chandra Myrick, Johnny Poolaw, Linda Powell, and Lynette Yarger was informed by the work of the Roundtable on Systemic Change in Undergradute STEM Education. The authors were members of the Roundtable at the time of publication.
The article represents the authors’ views and does not necessarily reflect the views of the National Academies ofSciences, Engineering, and Medicine.

An Instructional-Workforce Framework for Coordinated Change in Undergraduate Education

External Resource

This 2023 article, written by Mark Lee, Cassandra Volpe Horii, Ann E. Austin, Leanne Avery, Marielena DeSanctis, Noah Finkelstein, Emily Miller, and Barbara Schaal, was informed by the work of the Roundtable on Systemic Change in Undergradute STEM Education. The authors were members of the Roundtable at the time of publication.
The article represents the authors’ views and does not necessarily reflect the views of the National Academies ofSciences, Engineering, and Medicine.

Eight Indicators for Measuring Equitable Student Success in STEM

External Resource

This 2024 article, written by Kacy Redd, Mica Estrada, Harriet B. Nembhard, and Courtney Ngai, was informed by the work of the Roundtable on Systemic Change in Undergradute STEM Education. The authors were members of the Roundtable at the time of publication.
The article represents the authors’ views and does not necessarily reflect the views of the National Academies ofSciences, Engineering, and Medicine.
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