Supporting Student Success in STEM: Innovations in Teaching and Learning

Dear Colleagues,

While retention rates of undergraduates and graduate students in science, technology, engineering, and mathematics (STEM) programs have broadly improved over the last decade, we continue to see students from underserved and underrepresented backgrounds as well as first- and second-year students leave STEM programs at higher rates. How do we engage undergraduates and graduate students in STEM and foster a learning environment in which they can succeed?

Learner-centered and equitable teaching strategies in university STEM courses have been linked to improved student outcomes and learning, as well as students’ sense of belonging in the field (Akhmadkulovna, 2024; Smith et al., 2014; Tanner, 2013). We also know that learner-centered, evidence-based teaching practices in STEM can improve retention and learning and minimize achievement gaps for students (Freeman et al., 2014; Haak et al., 2011; Theobald et al., 2020).

The aim of this Special Issue is to examine and share current research about innovative teaching and learning in STEM across higher education and how to support undergraduate and graduate student success in STEM courses and programs. We welcome findings from both discipline-based education research (DBER) and scholarship of teaching and learning (SoTL) projects.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

• Instructional strategies and innovative techniques used in university STEM courses;
• Student retention and/or academic progress in STEM degree programs;
• Student achievement and learning in STEM courses;
• Fostering an inclusive classroom and using equitable teaching practices;
• Encouraging critical thinking in STEM courses;
• Interdisciplinary and cross-disciplinary STEM learning models and theories;
• Development of assessments for evaluating and improving student learning in STEM;
• Supplemental supports for STEM students (e.g., tutoring, supplemental instruction);
• Development of STEM identity, motivation, interest, and self-efficacy;
• STEM workforce development;
• Undergraduate and graduate STEM programs.

We look forward to receiving your contributions.

Akhmadkulovna, E. N. (2024). Enhancing biology education: The integral role of interactive teaching methods. International Journal of Advance Scientific Research, 4(2), 113–121.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410–8415.

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332(6034), 1213–1216.

Smith, M. K., Vinson, E. L., Smith, J. A., Lewin, J. D., & Stetzer, M. R. (2014). A campus-wide study of STEM courses: New perspectives on teaching practices and perceptions. CBE—Life Sciences Education, 13(4), 624–635.

Tanner, K. D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE—Life Sciences Education, 12(3), 322–331.

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., ... & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483.

Dr. Ash Heim
Dr. Katy Guthrie
Guest Editors

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