On December 3-5, 2025, 50 thought-leaders in undergraduate STEM (science, technology, engineering, and math) education met at the headquarters of the AAAS (American Association for the Advancement of Science) in Washington, D.C. to discuss the future of undergraduate STEM education and the successes and barriers related to providing an engaging STEM education for all undergraduate students—whether they intend to pursue a STEM career or not.
The meeting was supported by awards from the National Science Foundation to two of the four leaders, (Gordon Uno, David Ross Boyd Professor at the University of Oklahoma, and James P. Collins, Virginia M. Ullman Professor of Natural History and the Environment at Arizona State University) who organized this event with Eliza Reilly (Director of NCSE, National Center for Science and Civic Engagement), and Susan Elrod (former Chancellor of the University of Indiana, South Bend). Participants included current and former academic leaders (Presidents, Provosts, Deans, and Chairs); STEM Education Program Directors from the National Academies of Sciences, Engineering, and Medicine, the Howard Hughes Medical Institute, the AAAS, and the National Science Foundation; Executive Directors of STEM and STEM education societies and organizations, including POGIL, BioQUEST, NSITE and SERC; and STEM faculty members in multiple disciplines from two-year and four-year colleges and universities.
Through their associations, these participants reach thousands of STEM faculty members and many more undergraduates across the United States. Attendees expressed concern about the current state of STEM education in the United States and the diminished role seen in the use of scientific, evidence-based critical thinking to address individual and societal science-related problems. Participants characterized the future STEM ecosystem by describing what qualities they hoped students, faculty members, and programs would possess and the major issues that currently impact those ideals, including AI (Artificial Intelligence), policies and level of support from the Federal government for STEM education, the aftereffects of the COVID-19 pandemic, and the influence of social media on students’ and the public’s understanding and use of science.
While participants recognized there are no quick fixes to the evolving and complex problems identified, all agreed that a great deal was gained from the opportunity to speak with other experts in STEM education and learn about their activities and associated challenges. Various projects and groups often work toward similar goals but in parallel to other projects without interaction; one commitment made by participants was to increase collaborative efforts. As additional next steps for the group, institutional and national leadership strategies were suggested to act on recommendations and ideas that emerged from group discussions. Participants left the meeting with a heightened resolve to support the education of all undergraduate students for their future interactions with science at the personal, professional, and civic levels. For more information, please contact: Gordon Uno at guno@ou.edu.