Howard University hosted a pivotal gathering of senior higher education leaders on Jan.  24 to discuss recommendations from a ground-breaking report aimed at transforming teaching practices across U.S. universities.  

The event, organized by the Association for Undergraduate Education at Research Universities (UERU), focused on implementing new recommendations from a new report by the National Academies of Sciences, Engineering, and Medicine (NASEM) focused on improving STEM teaching in undergraduate education. The report is titled, “Equitable and Effective Teaching in Undergraduate STEM Education: A Framework for Institutions, Educators and Disciplines.” 

Howard University President Ben Vinson III delivered opening remarks and facilitated a panel discussion. He emphasized the critical need for equity-focused approaches in undergraduate education. 

We are in a moment of rapid technological change, where the future of humanity depends on our ability to bridge the boundaries of difference and character.”  

 “Undergraduate education must reflect the essence of the world our students will graduate into—a world defined by dynamic and transformative trends,” Vinson said. “We are in a moment of rapid technological change, where the future of humanity depends on our ability to bridge the boundaries of difference and character.”  

The NASEM recommendations, developed over 20 months with input from diverse stakeholders, outlines seven evidence-based principles for equitable and effective teaching. Presenters at the Howard event included authors of the NASEM report, including Archie L. Holmes, Jr., executive vice chancellor for academic affairs at The University of Texas System; and Kerry Brenner, a senior program officer for the Board on Science Education at NASEM.  

According to the NASEM recommendation, the seven evidence-based principles of equitable and effective teaching are: (1) Students need opportunities to actively engage in disciplinary learning to immerse themselves in the practices and problem-solving approaches of their field. (2) Leveraging students’ diverse interests, goals, knowledge, and experiences can greatly enhance the learning process by making it more relevant and personalized. (3) STEM learning encompasses not only cognitive dimensions but also affective and social aspects, as emotions and relationships significantly influence how students learn. (4) Identity and a sense of belonging are critical factors that shape both teaching and learning in STEM, fostering engagement and success. (5) Multiple forms of data can be utilized to provide evidence that informs continuous improvement in teaching practices and student outcomes. (6) Flexibility and responsiveness to situational and contextual factors are essential for adapting to students’ needs and supporting their learning. (7) Finally, intentionality and transparency in instructional design and delivery create more equitable opportunities, ensuring that all students are supported and able to thrive. 

Other notable speakers were Emily R. Miller, deputy vice president for institutional policy at the Association of American Universities; Mary Wright, a professor of education scholarship in the Office of the Deputy Vice Chancellor at the University of Sydney in Australia; and Corbin Campbell, senior associate dean and professor at American University.  

Former Howard University President Wayne A.I. Frederick who spoke at the event, underscoring the importance of integrating community building into the education process. 

“Education should not be isolated,” Frederick said. “We need to develop more collaborative approaches that integrate the humanities and other disciplines. When it comes to critical technology, I believe we must double down on our efforts to get it right.”  

Holmes highlighted the collaborative process behind the report and its focus on creating a systemic approach to support effective teaching. 

“This effort requires systemic changes, not isolated actions,” Holmes said. He defined equity as ensuring that every student receives the support they need to succeed, regardless of race, gender, or disability status.  

Brenner, senior program officer for the Board on Science Education, presented an overview of the report, which addresses historical inequities in education and provides actionable recommendations for fostering equitable learning environments. 

“Teaching is a systemic effort involving faculty, graduate students, and institutional leaders,” Brenner noted.  

The NASEM report includes key recommendations that focus on creating equitable learning environments, supporting instructors, and leveraging data to monitor and advance systemic change. Holmes and Brenner both stressed the importance of professional development for faculty, the use of evidence-based teaching practices, and the role of institutional leaders in fostering a culture of continuous improvement.  

The recommendations focus on the need to align curricular offerings and instructional materials with the seven principles, working with experts to develop learning materials and pedagogy. The report also recommends that academic institutions develop approaches to support instructor professional development and training, to recognize best practices in equitable and effective teaching, to center hiring and evaluation around the seven principles, and to use data to monitor and advance system change.

NASEM’s recommendations align with UERU’s Boyer 2030 Commission Report, which calls on research universities to meet the “equity/excellence imperative” across undergraduate education. That  report  has served as a blueprint for action since its publication, with over 30,000 downloads to date.  

Elias Gonzalez, a lecturer in computer science at the University of Maryland and attendee at the Howard gathering, expressed optimism about the report’s potential impact.  

“Computer science evolves rapidly, but teaching methods often remain stagnant,” Gonzalez said. “It’s vital to focus on equitable and effective teaching methods that serve students from all backgrounds.”  

Sponsored by the Raikes Foundation and the National Science Foundation, the convening marked a significant step toward advancing equitable and effective STEM education at research universities. UERU is planning  to publish a summary of the event proceedings, outlining key outcomes and next steps. More information is available at (https://www.ueru.org/news-events/undergraduate-stem-convening). 

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