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When Associate Professor of STEM Education Robert “Bud” Talbot, PhD, arrived at the headquarters of the American Association for the Advancement of Science (AAAS) in Washington, D.C., he stepped into a room with some of the nation’s most influential voices shaping the future of undergraduate STEM education. He was one of just 50 leaders invited to the December 2025 Undergraduate STEM Education Thought Leaders Meeting, a gathering supported by the National Science Foundation (NSF) and organized by longtime national STEM champions.

For Talbot, the invitation was more than an honor—it was an affirmation of the work happening at CU Denver and across Colorado. “It was a nice recognition for all the research and teaching work that I’ve done and that my colleagues here at CU Denver have done throughout the years,” he said. “It was also an opportunity to bring issues and trends we’re seeing here in Colorado into a national conversation.”

A National Shift in STEM Education

Over three days, participants—from university presidents and provosts to STEM society directors and faculty across two- and four-year institutions—tackled some of the most urgent challenges affecting STEM teaching and learning. Talbot noted a profound shift happening nationally, and one that CU Denver has been advancing for years: redefining what student success means in STEM fields.

“Ten years ago, student success was seen as being all about grades, passing, failing, and retention,” Talbot explained. “Now we know that success is much more than that. We also focus on creating welcoming environments that foster a sense of belonging and help students develop a STEM identity.”

This shift reflects what he describes as one of CU Denver’s greatest strengths: its students. “They’re our biggest asset. Being responsive to what they bring and to the opportunities they need to succeed is incredibly important.”

STEM education thought leaders from across the nation gather at the American Association for the Advancement of Science (AAAS) in Washington, D.C., for a three‑day meeting focused on the future of undergraduate STEM learning.

Pressing National Challenges: AI and Trust in Science

Among the national challenges discussed, two stood out most urgently to Talbot: the rapid rise of artificial intelligence, and the evolving landscape of federal policy coupled with declining public trust in science.

AI’s expansion is outpacing higher education’s ability to keep up. “We know we need to be responsive. The popularity and advancement of AI are moving faster than higher ed typically works,” he said. “Faculty across the country are grappling with how to incorporate AI into teaching and learning equitably and intentionally, rather than turning it into a one‑size‑fits‑all tool.”

Equally pressing is the growing politicization of science and its influence on students’ understanding of the scientific enterprise. “We want to make sure students understand what science is, its strengths and limitations, and why it should matter to them as informed citizens,” Talbot said. “This is as critical for non‑STEM majors as it is for future scientists.”

Talbot works with CU Denver undergraduate students, reflecting the collaborative, student‑centered teaching practices that inform his national contributions to STEM education.

Amplifying CU Denver’s Experience on a National Stage

Talbot’s contribution to the convening drew from two key perspectives: his extensive research on peer learning and his recent service at the NSF. His experience provided what he describes as “a very broad view” of STEM education nationwide—from community colleges to elite private universities.

“Bringing that broad perspective to the table was valuable,” he said. “You see what researchers are working on across different contexts and gain a clear picture of the landscape.”

He also found inspiration in how other institutions support STEM faculty. One idea he hopes to bring back to CU Denver involves building stronger faculty learning communities to help instructors transform their classrooms. “Faculty want to do this work—they need support, not more burdens,” he emphasized.

An Ongoing Collaboration

The energy that filled the AAAS convening didn’t end when the attendees went home. Talbot said the group is already exchanging ideas, drafting recommendations, and looking ahead to what might come next. “The work is ongoing,” he said. “This was just the first meeting, and it’s exciting to think about what we might do moving forward.”

For Talbot, participating in this national effort underscores CU Denver’s role as a leader in innovative and inclusive STEM education. “It’s a big thing for our School of Education & Human Development and for our university,” he said. “CU Denver deserves to be at these tables.”