Transforming Institutions

The SCIENCE Collaborative approach targets three critical areas of institutional change. We envision a future where institutional structures actively support student success in STEM.

Pillars of Change

Current State

Future State

Community Culture

Students are solely responsible for their STEM experience.

All students see themselves as integral and valued members of the STEM community.

Pathways to Success

There are limited, often exclusive, pathways to success in STEM.

Students are empowered to confidently pursue their unique STEM pathway.

Coursework and Academic
Opportunities

Early undergraduate STEM experiences are characterized by gatekeeping mentality and structure.

Course design and support structures center students to foster an environment where they are empowered and successful.

How We Create Change

Real transformation happens when changes are supported at multiple institutional levels simultaneously.

Four people seated in white Adirondack chairs on green lawn under trees in front of a red brick building on a sunny day.

We believe institutional transformation requires:

Student Level:

Students experience improved learning environments, receive better support, develop stronger sense of belonging, and persist in STEM.

Educator Level:

Faculty gain new pedagogical skills, join communities of practice, receive ongoing implementation support, and share practices with colleagues.

Institutional Level:

Departments create supportive structures, administrators allocate resources, assessment systems track outcomes, and evidence-based practices become embedded in institutional culture.

Network Level:

Institutions share knowledge rapidly, adapt practices across contexts, collectively solve implementation challenges, and scale effective approaches.

When changes happen at all four levels simultaneously, transformation becomes sustainable rather than dependent on individual champions.

Evidence of Impact Across the Network

Real stories of transformation and achievement.

Smiling student leaning against a workbench with a drill press and blue vises in a workshop.

Students as Partners at University of Iowa

A program that brings student voices into course design to transform large lecture courses into active, engaging learning environments.

Students as Partners at Xavier University

Enhancing student success, particularly in introductory STEM courses, by fostering collaboration between faculty members and students.

Group of people in a classroom placing colorful hexagonal sticky notes on large sheets of paper with handwritten text during a workshop.

Pedagogical Partnership Program at UNM-Valencia Campus

The Pedagogical Partnership Program (3P) offers support for student engagement with benefits for both students and faculty.

Stacked colorful blocks with words like 'data-driven,' 'interdisciplinary,' 'kindness,' and 'empathic coach' in a blurred classroom setting.

Growth-Oriented Assessment for Learning Framework (GOAL)

GOAL is a forward-looking framework for assessment that educators can explore and adopt.

Join Us in This Work

Whether you're an educator interested in these teaching approaches, a funder aligned with our mission, or an institution seeking to improve student success, we'd love to connect.