America’s colleges and universities need to transform not only how but what they teach in introductory science courses, a group of scholars from Michigan State University argues in Science magazine. Melanie M. Cooper and colleagues say college students are expected to learn too many facts that do not connect across their coursework or prepare them to apply scientific knowledge in their lives. They believe a different set of strategies taking hold in K-12 schools can be used to improve learning in science, technology, engineering and mathematics, or STEM, during the first two years of college. The MSU team makes its argument in a Perspectives paper in the October 16 edition of Science, one of the world’s preeminent science research journals. Co-authors are Marcos D. Caballero, Diane Ebert-May, Cori L. Fata-Hartley, Sarah E. Jardeleza, Joseph S. Krajcik, James T. Laverty, Rebecca L. Matz, Lynmarie A. Posey and Sonia M. Underwood. As MSU faculty members from multiple science disciplines, the co-authors have spent the past two years doing what they recommend for institutions across the country: working together with faculty colleagues in their respective disciplines to decide what students should master in each “gateway” course. To  read more, please visit http://msutoday.msu.edu/news/2015/msu-scholars-challenge-colleges-to-reform-stem-learning/.