The treatment of pedagogy as a scientific subject, a process known as scientific teaching, has been ongoing for over a decade now, particularly in higher education STEM fields. The Howard Hughes Medical Institute (HHMI) has been at the forefront of this effort, investing over $100 million in a wide variety of educational initiatives targeted across a diverse array of students, primarily at the university level. Although the range of progress has been substantial, much work remains to be done. This review, though not exhaustive, will attempt to summarize some of the important advancements made thus far while also offering commentary on current and future challenges.