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.

CCHF Chemistry Summer Undergraduate Research Program (CSURP)
Travis York, APLU
CSURP is a program for undergraduate students, majoring in chemistry or chemical engineering, interested in conducting supervised summer research. The program is supported by the Center for Selective C-H Functionalization (CCHF), which is a network of 23 academic and industrial research laboratories at 15 partner institutions throughout the country. The CCHF is one of eight National Science Foundation (NSF) funded Centers for Chemical Innovation.

UC Davis Bridge to the Doctorate Program
Travis York, APLU
The UC Davis Bridge to the Doctorate program is funded by the National Science Foundation's Louis Stokes Alliances for Minority Participation (LSAMP). The LSAMP program assists universities and colleges in their efforts to significantly increase the numbers of students matriculating into and successfully completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines in order to diversify the STEM workforce. Particular emphasis is placed on transforming STEM education through innovative, evidence-based recruitment and retention strategies, and relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders.

College of Computing and Informatics (CCI) Business Partners
Maryalicia Johnson, University of North Carolina at Charlotte
UNC Charlotte has the largest number of IT students in the Carolina's and one of the largest in the nation through the College of Computing and Informatics (CCI). Currently, the CCI Business Partners program has nearly 50 companies that work hand-in-hand with the College to provide career prep and workforce readiness to the students. Students work with the Business Partner companies/employers to practice professional development skills, and the result is a robust IT talent pipeline to support the economic development of the whole region.

Health Sciences and Technology Academy (HSTA)
Travis York, APLU
The Health Sciences & Technology Academy increases the number of African American and other underrepresented students in West Virginia who pursue degrees in health sciences and science, technology, engineering, and mathematics (STEM) majors, thereby increasing the number of health practitioners and advocates in the medically undeserved communities of West Virginia. HSTA helps West Virginia high school students succeed in health care and other STEM-based undergraduate and graduate degree programs. We marshal the efforts of hundreds of mentors―teachers, community members, and higher-education faculty, staff, and students―to create a framework that supports children facing social and financial challenges in obtaining a diploma and furthering their education.

Unconscious Bias Faculty Training
Travis York, APLU
The Office of Faculty Development and Diversity and The Cornell Interactive Theatre Ensemble (CITE) offer a workshop focused on establishing an effective search and addressing issues such as unconscious bias in active recruitment.

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.

Science Education Initiative
Stephanie Chasteen, University of Colorado at Boulder
Science Education Initiative (SEI) was a transformative initiative aimed at changing STEM teaching practices in university settings. The SEI was successfully implemented in two institutions (University of Colorado Boulder and The University of British Columbia) over a period of 10 years. The SEI centered on department-based Discipline-Based Education Specialists (DBESs), disciplinary experts with training in the science of teaching and learning who serve as catalysts of change within departments. The two SEIs have influenced the teaching of hundreds of faculty and the learning of tens of thousands of students per year by promoting the use of evidence-based teaching practices in STEM. These teaching practices are informed by research on teaching and learning, and often include some element of active learning. The lessons learned from the SEI are included in the Science Education Initiative Handbook, linked in this listing.

Purpose + Reach = Individuals Measured for Excellence (PRIME) STEM Project
Travis York, APLU
PRIME STEM/Student Support Services is a federally-funded TRiO program (U.S. Department of Education). The program supports college students pursuing STEM majors (Science, Technology, Engineering, and Mathematics) who are first-generation, demonstrate a financial need, and/or have a documented disability.

Crossing Boundaries for STEM Teaching through Mini-Conferences
Shande King, The University of Tennessee
Partnering with other STEM faculty members across the university campus, the our center hosted their first mini-conference, open for K-12 STEM educators as well as university faculty members, researchers, and other community outreach organizations. In this abbreviated PechaKucha-style conference, speakers from all university STEM and education departments, local K-12 schools, and other local STEM organizations presented different research highlighting educational practices that focused on advancing K-12 and undergraduate student engagement and inquiry into STEM fields. Concurrent sessions of 10 minutes allowed various departments and other education representatives to highlight their specific fields of interest, followed brief question-and-answer sessions. Sessions were grouped according to similar themes, and upon the completion of each theme's presentations, connections were made to underline the practices already advancing STEM education. Further, presenters and attendees provided helpful feedback for continued improvement in STEM education, and in this comfortable environment, they exchanged information for future collaboration.