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Levers for Change: An assessment of progress on changing STEM instruction

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.

Digital versions of the Executive Summary and the full report are below. A limited number of print editions are also available; please use the contact information in the side menu to request a copy.

Executive Summary

Full Report

Executive Summary for Levers for Change report by AAAS
Cover for Levers for Change report, includes various images of diverse individuals engaging in STEM education

AAAS thanks the National Science Foundation for support under Grant No. DUE- 1141449 and the Howard Hughes Medical Institute for providing logistical support and conference facilities for the working meeting.