At the University of Missouri, research moves with purpose. Across campus, faculty, staff and students are digging into the kinds of challenges that shape daily life — from public health and education to agriculture, technology and community well‑being. Their work advances what we know and creates practical solutions that help people in Missouri and beyond. Each new finding adds momentum to a long-standing tradition of curiosity, collaboration and service that defines our mission. In recognition of those contributions, the American Association for the Advancement of Science (AAAS) has named three Mizzou researchers 2025 AAAS Fellows.

For many people with intellectual and developmental disabilities (IDD), learning to navigate romance safely has long been overlooked. Researchers tested a video-based program using realistic dating scenarios, from texting to in-person interactions. Participants’ accuracy rose sharply – from 20% at baseline to 76% during training – and skills largely persisted over time. The program also sparked honest conversations, boosted confidence, and showed that with the right tools, individuals with IDD can pursue relationships safely and on their own terms.

Although recurrent wheezing is a major respiratory disorder among infants and toddlers, standardized protocols have not been established for its diagnosis and management, owing to its diverse etiology. To address this gap, a panel of experts, convened by the Committee of Pediatrics, China Medical Education Association, has proposed novel evidence-based standardized guidelines for the clinical management of recurrent wheezing, which can serve as a benchmark for improving diagnostic accuracy and therapeutic efficacy worldwide.

The Shanghai International Communication of Chinese Culture Initiative is a joint international event hosted by ECNU Review of Education (ROE) and the Global Education Deans Forum (GEDF). The 2025 edition of this initiative was particularly notable for the Faculty of Education at East China Normal University, whose research on the new college entrance examination reform, inclusive education, and innovation-driven talent cultivation was selected to be presented at the event.

A multiyear NSF study by FAU, the Brookings Institution, Texas State University, and four Robert Noyce partner institutions examined STEM teacher preparation and retention in high-need U.S. schools. Using national data, program surveys, and stakeholder interviews, findings show that Noyce-supported programs help maintain a stable, well-qualified STEM workforce, boost teacher readiness, and reduce vacancies near partner institutions. While some gaps remain, targeted policies and programs are critical for sustaining a resilient STEM teacher pipeline and expanding equitable student access to high-quality STEM education.