Engineering Career Awareness Program (ECAP)
Travis York, APLU

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.

Creative Scientific Inquiry Experiences
Ellene Tratras Contis, Eastern Michigan University
The Creative Scientific Inquiry Experience (CSIE) is a STEM-related program funded by the U.S. Department of Education that connects students with faculty and with community projects through an integrated science curriculum. We specialize in creating learning experiences for students in STEM fields through innovative courses and student events. Our courses are 1-2 credit hours, and faculty work with community partners to develop coursework that allows students to work on real-world problems.

Academic Investment in Mathematics & Science (AIMS)
W. Robert (Bob) Midden, Bowling Green State University-Main Campus
This is a comprehensive scholarship and support program designed to enhance the success of under-represented minority students and women in earning undergraduate degrees in STEM fields.

Enabling Faculty to Adopt Deliberative Democracy Pedagogy: a tool to broaden and engage
Gwen Shusterman, Portland State University
This project has been focused on catalyzing pedagogical innovation in introductory science courses. In particular, structures have been put in place to facilitate the implementation of the model of Deliberative Democracy Pedagogy (DDP). DDP is an active learning strategy, based on deliberative democratic models of citizen engagement in science policymaking. This integrative pedagogical approach, revises the delivery of conventional introductory science content around modules that engage students with current science policy controversies. Teaching teams of faculty and graduate students have attended summer pedagogical workshops, developed curricular modules, implemented the modules and participated in regular Communities of Practice meetings.

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.

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.

Early College High School and STEM Academy: Strategies for Breaking the Generational Poverty Cycle in Rural America
Gary E. Briers, Texas A & M University
School-wide Early College--for ALL high school students at Roscoe Collegiate ISD (RCISD)--and STEM Academy designation have led to four private-public partnerships in STEM-related enterprises. More than 90% of RCISD's seniors complete an associate of science degree at high school graduation. Simultaneously, students earn industry-recognized certification in STEM fields as FAA-licensed UAV pilots, veterinary assistants, health care workers, welders, and/or computer technicians/network administrators. Because students earn a college parallel associate degree (versus an associate of applied science"often considered a "terminal degree"), graduates can and do continue to matriculate into STEM majors for baccalaureate degrees. These results are in a public school district with fewer than 30 graduates annually in a rural community of fewer than 2,000 residents. Two additional goals remain to be achieved: 90% of those associate degree/high school diploma recipients will earn baccalaureate degrees and 90% of those will earn a graduate or professional degree.

STEM Professional Academy to Reinvigorate the Culture of Teaching (SPARCT)
Laura Frost, Florida Gulf Coast University
A multidisciplinary STEM faculty professional development program called STEM Professional Academy to Reinvigorate the Culture of Teaching (SPARCT) is completing its second year at Florida Gulf Coast University. SPARCT includes a 36-hour summer STEM academy and a commitment to a faculty learning community during the subsequent academic year. We chronicled faculty development progress through video interviews with participants, student retention, interest, and confidence in SPARCT participant classes, and faculty feedback on programming.

An Education Research Professional Learning Community for STEM Faculty
Louis Nadelson, Utah State University
The STEM Education Research Scholars Group (SERSG) is a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The participants applied to be part of the group (eight scholars per cohort) which was facilitated by an expert educational researcher, and committed to engage in both individual and group STEM education research projects. At the end of the fourth year, I conducted an exploratory study of the program outcomes and influences by surveying the 31 program alumni.