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The National Academies of Sciences, Engineering and Medicine
Board on Science Education
Division of Behavioral and Social Sciences and Education
 Indicators for Monitoring Undergraduate STEM Education
      
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Science, technology, engineering and mathematics (STEM) professionals generate a stream of discoveries and innovations that fuel job creation and national economic growth. Undergraduate STEM education prepares these professionals while teaching all students knowledge and skills that are useful across a range of jobs and in civic life.

However, many capable students who intend to major in these fields switch to another field or drop out of higher education altogether—in part because of documented weaknesses in teaching, learning, and supports for students in STEM fields. While various initiatives are now under way to improve the quality of undergraduate STEM education, policy makers and the public do not know whether these initiatives are accomplishing their goals and leading to nationwide progress. 

This report identifies a set of national-level indicators to measure the status and quality of undergraduate STEM education over multiple years. The report—which was developed by a study committee of STEM faculty, administrators, education researchers, and economists—also identifies types of data that will need to be collected in order to put the indicators to use, along with possible strategies to gather this data.
 
Sponsor: National Science Foundation



 
 
Committee Members
Members' Biosketches
 
Mark Rosenberg (Chair), Florida International
   University
Heather Belmont, Miami Dade College
Charles Blaich, Wabash College
Mark Connolly, University of Wisconsin, Madison
Stephen Director, Northeastern University
Kevin Eagan, University of California, Los Angeles
Susan Elrod, University of Wisconsin, Whitewater
Kaye Husbands Fealing, Georgia Institute of
   Technology
Stuart Feldman, Schmidt Philantropies, Palo Alto, CA
Charles Henderson, Western Michigan University
Lindsey Malcolm-Piqueux, University of Southern
   California
Marco Molinaro, University of California, Davis
Rose Rivera-Hainaj, Our Lady of the Lake University
Gabriela Weaver, University of Massachusetts,
   Amherst
Yu Xie, Princeton University

 
 
      


 


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