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.

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.

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.

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.

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.

NM EPSCoR Early Career Leadership Workshop
Travis York, APLU
The New Mexico EPSCoR Post Doc Leadership Workshop is an innovative 3-day intensive, residential program designed to enhance the professional skills of post-doctoral scholars in science, technology, engineering and mathematics (STEM) disciplines. The workshop uses interactive approaches to develop leadership skills that contribute to post doc career development and success.

Developing and implementing institution data dashboards to drive course transformation
Shanna Shaked, University of California-Los Angeles
We are working with institutional research folks, deans and other interested faculty to develop and implement institutional data dashboards that can be used to foster conversations and interventions to improve teaching.

UA-AAU STEM Collaborative Learning Spaces Project
Lisa Elfring, The 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.

Institutional Impact of Scaling-up Course-Embedded Undergraduate Research Experiences (CUREs)
Judy Awong-Taylor, Georgia Gwinnett College
Georgia Gwinnett College was established in 2006 as a public liberal arts institution with a mission to provide open access to all high school graduates regardless of SAT scores. In 2011, The School of Science and Technology (SST) implemented a program for enhancing student engagement and learning in all STEM disciplines. GGC's Four-year Undergraduate Research and Creative Experience (4YrURCE) program is based upon a discipline-specific course-embedded research model which scaffolds multiple research and creative experiences for all STEM majors during all four years of matriculation. To date, 54 courses have been re-designed as CUREs and over 3,000 students (unduplicated count) are impacted annually. Longitudinal program-level assessment data includes student performance, student attitudinal, and faculty attitudinal data gathered over the past five years of the initiative.

Windows on the Inquiry Classroom
Christopher Bauer, University of New Hampshire-Main Campus
The project is a comprehensive documentation of an inquiry-based course, a college-level interdisciplinary exploration of the nature of heat, temperature, and energy (Fire and Ice). The door to this classroom is open for observations at any time for teachers, teacher educators, professional developers, researchers, and science learners. The entire course is available at the University of New Hampshire Scholars Repository: https://scholars.unh.edu/bauer. All 27 class sessions are captured in 10-minute video segments from four angles, including instructor and student teams. All course documents are also available: daily agenda, student team instructions and work products, and hands-on activity procedures. There are behind-the-curtain stories as well: instructor previews and debriefing for each class, graduate interns reviewing every class, student focus groups, and videos about course design process.