Transforming Undergraduate STEM Education Summary Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching (2025), published by the National Academies of Sciences, Engineering, and Medicine, offers a comprehensive framework for strengthening undergraduate STEM instruction. The report emphasizes that transforming STEM education requires sustained action across institutions, academic departments, and individual educators—and must be grounded in a commitment to student learning, equity, and evidence. It identifies persistent barriers and structural challenges while offering a clear path forward, anchored by a set of seven core principles (Chapter 4, pp. 70–97). These seven principles offer a research-based foundation for improving undergraduate STEM education. Together, they describe the conditions necessary to support student learning and success, centering what students need to thrive and what instructors, departments, and institutions can do to make that possible. Grounded in decades of learning research, the principles are designed to inform decisions at every level, from classroom teaching to system-wide change. The graphic below offers an overview of the principles at the core of the report’s framework. Seven Core Principals for Equitable and Effective STEM Teaching and Learning Principal 1 Students need opportunities to actively engage in disciplinary learning. Principal 2 Students’ diverse interest, goals, prior knowledge, and experiences can be leveraged to enhance learning. Principal 3 STEM learning involves affective and social dimensions. Principal 4 Identity and sense of belonging shape STEM teaching and learning. Principal 5 Multiple forms of data can provide evidence to inform improvement. Principal 6 Flexibility and responsiveness to situational and contextual factors support student learning. Principal 7 Intentionality and transparency create more equitable opportunities. Who is this report for? This report is designed for anyone working to improve undergraduate STEM instruction, including: Postsecondary instructors Department chairs and program leaders Centers for teaching and learning (CTLs) Deans, provosts, and institutional leaders Policy makers and grant-makers focused on student success and equity in STEM Oversight bodies and professional, academic, and disciplinary associations Instructional materials developers and professional learning providers Users of this report can implement the seven principles to strengthen undergraduate STEM education at every level. Whether guiding course design, shaping professional learning, or driving system-wide change, the principles support efforts to improve student outcomes and advance equity—particularly for those historically excluded from STEM. Actionable Strategies Example Library You can explore real course examples for the teaching practices in the Example Library on this site. View Example Library Full Report Highlights You can find recommended actions aligned to the NASEM principles in the full report, particularly in Chapter 4 (pp. 70–97) and Chapter 5 (pp. 98–135) Download Full Report Active Learning Designing opportunities for students to actively work through disciplinary challenges, both individually and in groups, helps foster engagement and build classroom cultures where all students can contribute and succeed. Learn More Principle 1Students need opportunities to actively engage in disciplinary learning.Principle 3STEM learning involves affective and social dimensions. Assessing & Activating Prior Knowledge Recognizing and drawing on students’ existing knowledge helps personalize instruction and create learning environments where all students can access and build on core concepts. Intentionally connecting STEM content to students’ interests and providing opportunities for them to connect their familial and community experiences to STEM can increase motivation and engagement, and promote persistence Learn More Principle 2Students’ diverse interests, goals, knowledge, and experiences can be leveraged to enhance learning Data-Informed Instruction Using disaggregated student data to inform teaching decisions helps address instructional strengths and barriers, and improve the responsiveness of instruction. Learn More Principle 5Multiple forms of data can provide evidence to inform improvement. Formative Assessment & Practice Immediate and Ongoing feedback loops allow instructors to adjust their teaching in real time and help students monitor their own progress. Effective instruction adapts to dynamic contexts while maintaining high expectations and clear learning goals. Learn More Principle 5Multiple forms of data can provide evidence to inform improvement.Principle 6Flexibility and responsiveness to situational and contextual factors support student learning. Fostering a Sense of Belonging Creating environments where students feel seen, respected, and connected supports persistence and engagement, especially for those historically excluded from STEM fields. Learning environments that acknowledge and build upon students’ existing knowledge foster deeper connections to the material and enhance engagement. Learn More Principle 4Identity and sense of belonging shape STEM teaching and learning.Principle 2Students’ diverse interests, goals, knowledge, and experiences can be leveraged to enhance learning. Instructional Transparency Clarifying expectations, grading criteria, and learning processes helps reduce ambiguity and support classroom environments where students understand how to succeed and what is expected of them. Learn More Principle 7Intentionality and transparency create more equitable opportunities Metacognition & Self-Regulated Learning Helping students reflect on their thinking and learning supports metacognitive development and empowers them to take intentional action, revise strategies, and take ownership of their progress. Helping students feel safe, seen, and supported strengthens their ability to focus, persist, and engage fully in learning. Learn More Principle 1Students need opportunities to actively engage in disciplinary learning.Principle 3STEM learning involves affective and social dimensions. Peer Collaboration Structured opportunities to work with peers through active learning builds community, strengthens problem-solving skills, and fosters learning environments where all students can contribute meaningfully to group work. Opportunities for social interaction can help students reflect on their current understanding, identify areas where they may have misunderstandings, construct shared meaning based on their own experiences, and develop a sense of belonging to the STEM community. Learn More Principle 1Students need opportunities to actively engage in disciplinary learning.Principle 3STEM learning involves affective and social dimensions.Principle 4Identity and sense of belonging shape STEM teaching and learning. About NASEM The National Academies of Sciences, Engineering, and Medicine are private, nonprofit institutions that provide independent, objective advice to inform policy and advance the public good. The Academies marshal top experts across disciplines to examine complex issues, shape research agendas, and offer evidence-based guidance on challenges facing the nation and the world. This report was developed under the guidance of the Board on Science Education (BOSE), part of the National Academies’ Division of Behavioral and Social Sciences and Education. BOSE works to strengthen STEM education by convening educators, researchers, and institutional leaders to explore effective teaching practices, support inclusive learning environments, and promote systemic change across higher education.
