Consensus
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.
388 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-72998-X
ISBN Ebook: 0-309-72999-8
DOI:
https://doi.org/10.17226/28268
National Academies of Sciences, Engineering, and Medicine. 2025. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. Washington, DC: The National Academies Press.
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Consensus
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.
102 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-72749-9
ISBN Ebook: 0-309-72750-2
DOI:
https://doi.org/10.17226/27989
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.
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Consensus
Our current information ecosystem makes it easier for misinformation about science to spread and harder for people to figure out what is scientifically accurate. Proactive solutions are needed to address misinformation about science, an issue of public concern given its potential to cause harm at individual, community, and societal levels. Improving access to high-quality scientific information can fill information voids that exist for topics of interest to people, reducing the likelihood of exposure to and uptake of misinformation about science. Misinformation is commonly perceived as a matter of bad actors maliciously misleading the public, but misinformation about science arises both intentionally and inadvertently and from a wide range of sources.
Understanding and Addressing Misinformation About Science characterizes the nature, scope, and impacts of this phenomenon, and provides guidance on interventions, policies, and future research. This report is a comprehensive assessment of the available evidence and reflects a systems view of the problem given the broader historical and contemporary contexts that shape the lived experiences of people and their relationships to information. The report aims to illuminate the impacts of misinformation about science and potential solutions across a diversity of individual peoples, communities, and societies.
356 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-72395-7
ISBN Ebook: 0-309-72396-5
DOI:
https://doi.org/10.17226/27894
National Academies of Sciences, Engineering, and Medicine. 2025. Understanding and Addressing Misinformation About Science. Washington, DC: The National Academies Press.
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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.
280 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-73004-X
ISBN Ebook: 0-309-73005-8
DOI:
https://doi.org/10.17226/28269
National Academies of Sciences, Engineering, and Medicine. 2025. K-12 STEM Education and Workforce Development in Rural Areas. Washington, DC: The National Academies Press.
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Consensus
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.
438 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-72602-6
ISBN Ebook: 0-309-72603-4
DOI:
https://doi.org/10.17226/27950
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.
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Consensus
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.
434 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-69950-9
ISBN Ebook: 0-309-69951-7
DOI:
https://doi.org/10.17226/26859
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.
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Workshop
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.
118 pages
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paperback
ISBN Paperback: 0-309-73033-3
ISBN Ebook: 0-309-73034-1
DOI:
https://doi.org/10.17226/28337
National Academies of Sciences, Engineering, and Medicine. 2025. Building Institutional Capacity for Engaged Research: Proceedings of a Workshop. Washington, DC: The National Academies Press.
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Consensus
As the largest U.S. employer, the Department of Defense (DoD) is a major provider of training and development. Given the complex and increasingly unpredictable operational landscape within which the military operates across land, sea, air, cyberspace, and space, continuous learning is vital in the military. Military learners must acquire diverse skills, from communication to using advanced technology, and retain those skills for use when necessary. Success in learning - and the ability to retain and transfer what is learned to military missions - is directly linked with military innovation, operational success, and the success of our nation.
Adult Learning in the Military Context examines motivations shaping learning, contextual and equity factors, emerging learning technologies, effective approaches to assessment, and provides a research agenda. This report highlights that adult learners are most motivated when learning aligns with personal goals but notes that military structures may limit autonomy, potentially impeding motivation. Effective learning contexts are active, interactive, and adaptable, but the use of systematic needs assessments in the military are unevenly implemented. Different stress responses and instructor support can affect learning and performance meaningfully. Technology-enabled learning has established principles that can enhance learning outcomes at scale, but a holistic systems approach is needed rather than treating each learning experience in isolation, even as new technologies like generative AI create additional opportunities. Finally, improved, unbiased assessments are essential for evaluating competencies that may be increasingly important in the future, like adaptability and creativity. The research agenda highlights key areas for researchers to prioritize.
352 pages
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paperback, prepub
ISBN Paperback: 0-309-72643-3
ISBN Ebook: 0-309-72641-7
DOI:
https://doi.org/10.17226/27959
National Academies of Sciences, Engineering, and Medicine. 2024. Adult Learning in the Military Context. Washington, DC: The National Academies Press.
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Workshop_in_brief
The pandemic and overlapping global crises, including climate change, have increased attention to the importance of mental health and well-being as foundational for humans. Similarly, COVID-19 significantly exacerbated gaps in education, leaving children one to three years behind. Artificial intelligence (AI) has demonstrated potential to be transformative in addressing challenges in mental health and education and in supporting broader sustainability issues. However, there are well-founded concerns about AI regarding its potential to exacerbate inequity, further marginalizing underserved communities.
To further explore these issues, the National Academies of Sciences, Engineering, and Medicine's Roundtable on Science and Technology for Sustainability, in collaboration with the Board on Health Care Services and Board on Science Education, convened a hybrid workshop, Artificial Intelligence in Education and Mental Health for a Sustainable Future on May 30, 2024. The workshop consisted of two parts: AI in mental health and well-being and AI in education. Participants reviewed AI tools, applications, and strategies in education and mental health and the implications for sustainable development. The workshop also discussed AI's potential to accelerate progress on the Sustainable Development Goals.
11 pages
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ISBN Ebook: 0-309-72775-8
DOI:
https://doi.org/10.17226/27995
National Academies of Sciences, Engineering, and Medicine. 2024. Artificial Intelligence in Education and Mental Health for a Sustainable Future: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.
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Workshop_series
People with disabilities are the largest minority group in the United States. While nothing about science, technology, engineering, and mathematics (STEM) education, jobs, or workplaces would seem to inherently exclude people with disabilities, in practice, stigma and discrimination continue to limit opportunities for disabled people to fully contribute to and be successful in the STEM ecosystem. The planning committee for Beyond Compliance: Promoting the Success of People with Disabilities in the STEM Workforce of the National Academies of Sciences, Engineering, and Medicine, with funding from the U.S. National Science Foundation, organized a hybrid national leadership summit and virtual workshop series to address and explore issues of accessibility and inclusivity in STEM workplaces. Across the 5 days of workshops, dozens of panelists spoke about their personal and professional experiences of ableism and barriers to full participation in the STEM workforce, as well as identified positive examples of mentorship and efforts to create fully inclusive STEM spaces in education, labs, the private sector, and professional development settings.
144 pages
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paperback
ISBN Paperback: 0-309-71038-3
ISBN Ebook: 0-309-71039-1
DOI:
https://doi.org/10.17226/27245
National Academies of Sciences, Engineering, and Medicine. 2024. Disrupting Ableism and Advancing STEM: Promoting the Success of People with Disabilities in the STEM Workforce: Proceedings of a Workshop Series. Washington, DC: The National Academies Press.
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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.
222 pages
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8.25 x 10
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paperback
ISBN Paperback: 0-309-69821-9
ISBN Ebook: 0-309-69822-7
DOI:
https://doi.org/10.17226/26853
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.
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Workshop_in_brief
The concept of a just transition is increasingly recognized as a key element of sustainable development and the transformation of low-carbon economies and societies. Challenges to achieve a just transition include limited data availability and stakeholder engagement, issues of inequality, lack of regulations, and limited financial resources. To explore how to address these challenges, the Roundtable on Science and Technology for Sustainability, the Board on Energy and Environmental Systems, and the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine jointly convened a public workshop on July 24, 2023. Participants discussed scientific-related priorities to a just transition and ways to translate research from the lab to the field and practice, as well as ways to inform policy making. This publication summarizes the presentations and discussion of the workshop.
13 pages
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8.5 x 11
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ISBN Ebook: 0-309-71398-6
DOI:
https://doi.org/10.17226/27428
National Academies of Sciences, Engineering, and Medicine. 2023. Challenges and Opportunities Toward a Just Transition and Sustainable Development: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.
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Workshop
On March 20 and 21, 2023, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine hosted a workshop titled Effective Health Communication within the Current Information Environment and the Role of the Federal Government. Workshop speakers and participants, a majority of whom were working in government agencies in federal health communication or leadership positions, joined both in person in Washington, D.C. as well as virtually to explore the current health information environment as it pertains to public trust and behavior change, explore how federal health agencies can communicate effectively within the current information environment and what is needed to support effective health communication moving forward. This publication summarizes the presentations and discussion of the workshop.
138 pages
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paperback
ISBN Paperback: 0-309-70857-5
ISBN Ebook: 0-309-70858-3
DOI:
https://doi.org/10.17226/27210
National Academies of Sciences, Engineering, and Medicine. 2023. Effective Health Communication Within the Current Information Environment and the Role of the Federal Government: Proceedings of a Workshop. Washington, DC: The National Academies Press.
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Workshop
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.
152 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-69815-4
ISBN Ebook: 0-309-69816-2
DOI:
https://doi.org/10.17226/26852
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.
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Workshop_in_brief
It has been just over ten years since the release of the Framework on K-12 Science Education and the Next Generation Science Standards. As states continue their implementation efforts of state standards, there is a need for a reflection on these efforts looking at curriculum, instruction, assessment, professional learning, and policy. To identify the conditions and develop a road map for moving implementation efforts forward, the National Academies of Sciences, Engineering, and Medicine held a hybrid summit on April 26 and 27, 2022. Participants shared ideas to imagine what science education could look like in ten years, and how these visions might be achieved. This publication summarizes the presentation and discussion or the event.
11 pages
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ISBN Ebook: 0-309-69547-3
DOI:
https://doi.org/10.17226/26766
National Academies of Sciences, Engineering, and Medicine. 2022. Taking Stock of Science Standards Implementation: Planning for Progress: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press.
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On October 14 and 15, and December 8, 2021, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a virtual Summit entitled Taking Stock of Science Standards Implementation. Participants explored the landscape of state science standards implementation, identified where there have been successes and challenges, and determined next steps and the resources needed for continuing or re-invigorating implementation efforts. This publication summarizes the presentations and discussion of the event.
130 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-68807-8
ISBN Ebook: 0-309-68808-6
DOI:
https://doi.org/10.17226/26549
National Academies of Sciences, Engineering, and Medicine. 2022. Taking Stock of Science Standards Implementation: Proceedings of a Virtual Summit. Washington, DC: The National Academies Press.
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Consensus
In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the United States, including early childhood education and special education; educational practices that support learning and improve academic achievement and access to educational opportunities for all students; and the effectiveness of federal and other education programs.
In response to a request from the Institute of Education Sciences, this report provides guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. This report identifies critical problems and issues, new methods and approaches, and new and different kinds of research training investments.
284 pages
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6 x 9
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paperback
ISBN Paperback: 0-309-27539-3
ISBN Ebook: 0-309-27540-7
DOI:
https://doi.org/10.17226/26428
National Academies of Sciences, Engineering, and Medicine. 2022. The Future of Education Research at IES: Advancing an Equity-Oriented Science. Washington, DC: The National Academies Press.
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Fostering diverse and inclusive teams that are highly skilled, innovative, and productive is critical for maintaining U.S. leadership in space exploration. In recent years, NASA has taken steps to advance diversity, equity, inclusion, and accessibility (DEIA) in their workforce by releasing its equity action plan, emphasizing how diverse and inclusive teams help maximize scientific returns, and requiring DEIA plans as part of announcements of opportunities. To further its efforts to advance DEIA, the Agency requested the National Academies undertake a study to evaluate ways NASA can address the lack of diversity in space mission leadership.
Advancing Diversity, Equity, Inclusion, and Accessibility in the Leadership of Competed Space Missions outlines near and long-term actions NASA can take to make opportunities for leadership and involvement in competed space missions more accessible, inclusive, and equitable. Report recommendations range from changes to the mission proposal process to investments in STEM education and career pathways. This report makes 15 recommendations for advancing DEIA within NASA's Science Mission Directorate divisions that support competed space mission programs. However, many of the report's recommendations could also be applied broadly to research at NASA and other federal agencies and institutions, leading to a more diverse research workforce.
174 pages
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8.5 x 11
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paperback
ISBN Paperback: 0-309-27317-X
ISBN Ebook: 0-309-27320-X
DOI:
https://doi.org/10.17226/26385
National Academies of Sciences, Engineering, and Medicine. 2022. Advancing Diversity, Equity, Inclusion, and Accessibility in the Leadership of Competed Space Missions. Washington, DC: The National Academies Press.
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