Recent reports issued by the National Research Council, the U.S. White House, and Office of Science and Technology Policy; the National Science Foundation–sponsored Vision and Change report; and numerous other reports from professional organizations provide solid evidence and consensus that current practices in undergraduate science education could be improved by incorporating results from learning and education research into pedagogical practice in the science, technology, engineering, and mathematics (STEM) disciplines. The panel will address major findings from these reports and discuss their implications for improving undergraduate STEM education. Building on a critical review of current reform efforts, we will describe the real and perceived barriers for improving practice. After a panel discussion and Q&A with the audience, small discussion groups will consider a variety of issues that prevent reform based on the key issues to be discussed during the panel. The groups will then extract key points from their approximately one-hour discussion and spend 30 minutes reporting out along the key issues identified in the panel discussion. The session will end with comments from two discussants. The first discussant will comment on the discussion from the vantage point of the research. The second discussant will then embed the discussion from the entire session into a broader institutional context, including policy levers and the roles of funding in scaling up promising practices.