Reading the Field: Converging National Signals in STEM Education Reform
Year: 2026
Type: article
Abstract: This publication offers a cross-convening synthesis of themes emerging from national conversations in STEM education research, institutional transformation, disciplinary reform, and professional societies. Rather than reporting on a single event, it analyzes recurring structural patterns observed across multiple leadership spaces and considers their implications for the future of undergraduate STEM education. The synthesis argues that the next phase of reform will depend less on generating new instructional innovations and more on strengthening the connective systems that allow innovation to travel, scale, and take root. Key areas examined include faculty community as foundational infrastructure, translation as structural design, fragmentation across disciplinary silos, equity as a systems-level priority, and the growing need for interoperable and sustainable professional learning ecosystems. Intended for leaders working at the intersection of research, faculty development, and institutional strategy, this publication situates community-centered infrastructure as central to advancing meaningful and scalable change in STEM education.
Source: QUBES
DOI: 10.25334/jh02-cc37
Author: Prescott, Sarah
Institution: University of New Hampshire
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7128860527
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