The National Academies of Science, Engineering, and Medicine will convene an ad hoc committee on equitable and effective teaching in undergraduate STEM education. Through examination of successful efforts to improve and support instruction, the committee will develop a framework for equitable and effective teaching in undergraduate STEM and identify policies and practices at the departmental, programmatic, and institutional levels that can facilitate implementation of the principles in the framework.

The committee will conduct a two phase study. The first phase will produce a discussion draft that outlines a framework for equitable and effective teaching. It will call out practices that may be particularly important for virtual, blended, and hybrid instruction. The discussion draft will serve as a tool to solicit input from stakeholders that will be used to improve the framework. The second phase will revise the framework, call out areas in need of further research, and provide guidance and recommendations for institutions, educators, and disciplines. Specifically, the final report will:

1. Present a framework for equitable and effective teaching that includes attention to:

• Approaches to and guidelines for evidence-based, inclusive teaching;

• Equitable and effective teaching practices for different modes of teaching (e.g., in-person, online, blended and hybrid teaching), and different educational contexts (e.g., 2-year colleges, hybrid program, research institutions);

• The roles that technology does, or can in the future, play in supporting equitable and effective teaching.

2. Discuss the experiences and training opportunities graduate students and postdoctoral students will need in order to be prepared to employ equitable and effective instruction as future faculty members.

3. Examine the institutional infrastructure, policies, and practices needed to encourage and support evidence-based teaching, such as opportunities for professional development, faculty evaluation policies and practices, and reward and advancement systems.

4. Provide actionable recommendations for institutions, disciplinary societies, funders, and policy makers on steps that could support implementation of the framework.