Within the science, technology, engineering and mathematics (STEM) education community there are repeated calls for the reform of undergraduate teaching. Resulting change efforts often focus on developing and disseminating specific instructional ideas and practices to individual faculty. However, in this paper, the authors argue that these efforts need to be expanded to include more emphasis on faculty involvement in the change process, as well as on the environments and structures within which faculty work. They present four core change strategies that frame a broad span of considerations for enacting and sustaining new educational programs: (1) disseminating curriculum and pedagogy, (2) developing reflective teachers, (3) developing policy, and (4) developing shared vision. These strategies emerged from an interdisciplinary literature review of hundreds of articles in faculty development, STEM education research, and studies of higher education. (Contains 2 figures and 1 table.)