National Reports

  • The ​Discipline-Based Education Research (DBER) report focuses on the national challenge to prepare graduates equipped with society’s most important problems—which are usually ill-defined. What kind of undergraduate learning spaces prepare 21st century problem solvers?
  • A New Biology calls for integration—reintegration of the sub-disciplines of biology and into the biology of physicists, chemists, computer scientists, engineers, and mathematicians—to create a research community with the capacity to tackle a broad range of scientific and societal problems? What kind of undergraduate learning spaces facilitate such integration into the future?
  • The Engineer of 2020 suggests that the description of critical attributes of the engineer of the future must include attributes such as dynamism, agility, resilience and flexibility. What kind of undergraduate learning spaces nurture such attributes?
  • The Expanding Underrepresented Minority Participation report emphasizes the imperative of a campus-wide commitment to inclusiveness. How can the planning of undergraduate learning spaces contribute to an institution’s capacity for ensuring the success of all undergraduates, particularly those from communities underrepresented in STEM fields?
  • The PCAST report captures challenges from the other reports, concluding with the challenge that immediate attention be paid to what happens at the introductory level, emphasizing in particular project-based, real-world learning. How can new and repurposed spaces on our campuses respond to this challenge?
  • ARISE 2: Unleashing America’s Research & Innovation Enterprise, the 2013 report from the American Academy of Arts and Sciences, focuses on a particular challenge facing those responsible for shaping the future of research in STEM fields—that of moving toward transdisciplinary research… [recognizing that this] will require more than encouraging researchers from different disciplines to work together [and that a] critical next step is to provide incentives and remove barriers so that the tools and expertise developed within discrete disciplines are shared and combine to enable a deep conceptual and functional integration across the disciplines.