Policies for Broadening Implementation of Research-Based Pedagogy in Undergraduate STEM Education: Possible Models, Limitations, and Solutions

Abstract

Research and development on reformed methods of undergraduate science, technology, engineering, and mathematics (STEM) instruction has identified various pedagogies to support students’ learning. Yet despite growing research and attention, undergraduate STEM instruction still primarily follows traditional, lecture-based formats. This limited implementation of research-based pedagogies has frustrated education researchers and key policymakers and demonstrates the need to identify promising models to support the implementation of research-based pedagogies in undergraduate STEM education. This paper describes selected models that reflect different stances on the relationship among STEM educators, institutions of higher education, and state and federal policymakers. The models are grouped into two classes: policy-oriented models and facilitation-oriented models. Problems with the models, and possible solutions, are also presented.