Engineering Career Awareness Program (ECAP)
Travis York, APLU

STEMcoding project
Chris Orban, Ohio State University-Main Campus
Groups like code.org have revolutionized computer science education for the elementary school and junior high levels. But for the most part the revolution has not yet reached high-school STEM courses like physics, math and chemistry. The STEMcoding project exists to re-imagine introductory STEM courses with computer science in mind. Many schools are unable to offer computer science, but they may have a physics, or chemistry or math teacher who could integrate coding into some part of their course if there was coding content that was well aligned with the learning objectives of that course.

Learning Assistant Program
Jillana Finnegan, Boise State University
The Learning Assistant (LA) program at Boise State University matches peer leaders with a specific STEM course and instructor to support both the faculty and students. The Learning Assistant supports faculty in implementing active learning strategies in class and facilitates peer study groups outside of class. Our program focuses on recruiting, selecting, and training peer leaders for exceptional communication and facilitation skills.

UG Major for the School of Molecular and Cellular Biology
Melissa Michael, University of Illinois Urbana-Champaign
Development of a broad-based, undergraduate biology major that allowed students more freedom to design their own path through the biological content.

STEM-R: Modeling STEM Retention and Departure across Physics, Mathematics, and Engineering
Travis York, APLU
Researchers at West Virginia University will develop a new theoretical framework for STEM departure that will detail the reasons why students leave STEM majors. The research extends Tinto's university departure model to include the career exploration process where a student leaves STEM but remains in college. The framework will be developed and tested by extensive measurement of demographic, social, academic, affective (self-efficacy, self-esteem, belonging), career exploration/aspirations and psychological variables at four longitudinal points in physics and mathematics introductory class sequences required for many STEM majors.

Water Network for Team STEM (WaNTS)
Travis York, APLU
Pacific Resources for Education and Learning (PREL), working with multiple partner agencies in the Republic of the Marshall Islands (RMI) and in Pohnpei (PNI) State of the Federated States of Micronesia, two rural and remote jurisdictions of the U.S.-Affiliated Pacific Islands (USAPI), proposes a two-year Design and Development Launch Pilot, Water Network for Team STEM, (WaNTS). WaNTS will nurture greater participation of Indigenous Pacific Islanders in STEM fields, facilitated by a collective impact model that employs the locally meaningful topic of clean drinking water as a vehicle for both K–12 engagement and broader community organization and action. Intergenerational and cross-jurisdiction networking will meld Western STEM with local ecological knowledge, empowering Inclusive Informal Science Learning Teams (IISLTs), Advisory Groups, and multiple, local, school-based Water Quality Management Teams (WQMTs), impacting thousands of residents. A repository of locally applicable educational materials will be created, maintained, and disseminated.

UA-AAU STEM Collaborative Learning Spaces Project
Lisa Elfring, University of Arizona
The Collaborative Learning Spaces Project (CLSP), an extension of the UA AAU Undergraduate STEM Education Project, is a university-wide collaborative effort at the University of Arizona to develop classroom environments that are more suitable for active learning pedagogies than traditional lecture halls. Instructors and their teaching teams who are using these rooms receive training and participate in faculty learning communities (FLCs) to explore best practices and innovative ideas for use of these spaces.

Active Learning Pedagogy Support: Disciplinary faculty learning communities supported by Learning Assistants
Charles De Leone, California State University-San Marcos
The Active Learning Pedagogy Support (ALPS) program supports faculty development, course transformation, and cross-campus coordination by creating discipline-based faculty learning communities and supporting them with Learning Assistants. Initiated at California State University San Marcos (CSUSM) and Palomar Community College (Palomar), the project has supported ALPS cohorts in mathematics and chemistry. The ALPS program was developed as part of the NSF-funded STEM Talent Expansion Program (STEP) project "Increasing STEM Talent through Regional Partnerships, Recruiting, and Retention," DUE-1068477.

Teachers in Industry
Bruce Johnson, University of Arizona
Teachers in Industry is a partnership between the University of Arizona College of Education, Tucson Values Teachers, Southern Arizona Leadership Council, and more than 40 industry partners along with Arizona school districts, schools, and teachers. We offer teachers a combination of paid summer work experiences in Arizona businesses and industries and intensive coursework leading to either professional development credits or a master's degree focused on STEM education. The purposes of Teachers in Industry are to 1) increase teacher retention rates and 2) to equip teachers with experiences needed to prepare their students for the 21st century workforce.

InSciTE
Wiline Pangle, Central Michigan University
Our mission is to create an equitable student-driven environment for undergraduate students to develop skills on interdisciplinary communication, collaboration and real-world problem solving to become culturally competent and effective leaders.