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Improving Undergraduate STEM Education (IUSE) Initiative

About the AAAS IUSE Initiative 

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest by synthesizing and disseminating research and knowledge about STEM teaching and learning. AAAS will undertake a 60-month project to establish a blog to share information and to convene a series of meetings and webinars that lead to increased use of effective undergraduate education strategies. The intended outcomes of this project are to provide principal investigators in the IUSE program, evaluators, researchers, and other leaders with an opportunity to:

(a) disseminate innovative, evidence-based practices for transforming undergraduate STEM education for majors and non-majors, including improving the diversity of students and faculty participating in STEM education;

(b) share STEM education research studies, particularly those focused on different types of institutions and diverse student populations; and

(c) establish collaborations among educators, researchers, evaluators, and institutions.

About the NSF IUSE Program

The fields of science, technology, engineering, and mathematics (STEM) hold much promise as sectors of the economy where we can expect to see continuous vigorous growth in the coming decades. STEM job creation is expected to outpace non-STEM job creation significantly, according to the Commerce Department, reflecting the importance of STEM knowledge to the US economy.

The National Science Foundation (NSF) plays a leadership role in developing and implementing efforts to enhance and improve STEM education in the United States.  Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students.


Levers of Change Report 

Leaders in science, technology, engineering, and mathematics (STEM) fields know a great deal about effective evidence-based teaching practices; yet there are widespread barriers to the adoption of these practices. AAAS, with support from the National

Science Foundation and the Howard Hughes Medical Institute, engaged Sandra Laursen (University of Colorado Boulder) to lead an evaluation of the state of instructional reform across STEM fields and what helps reduce the barriers to adoption of effective practices. Levers for Change: An assessment of progress on changing STEM instruction reports findings from a cross-disciplinary working meeting held in May, 2018. Experts in STEM instruction convened within and across six broad disciplinary groups: life sciences; chemistry & biochemistry; engineering & computer sciences; geosciences; mathematics & statistics; and physics & astronomy. Reviews of the state of reform within each broad discipline are included as part of the report as well as the findings from the working meeting, which revealed several promising levers for change operating on varying levels: individual, academic unit, and systems.



This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1937267.