A Program Portfolio in Environmental Science as a Way to Integrate Humanistic, Meta-, and Foundational Knowledge and Develop Professional Identity by University of Phoenix
Jacquelyn Kelly, University of Phoenix-Arizona; Dr. Eve Krahe, University of Phoenix-Arizona; Mary Elizabeth Smith, University of Phoenix-Arizona
The program portfolio is a student project that spans across the core coursework in the undergraduate Bachelor of Science in Environmental Science (BS/EVS). Deliverables from multiple core courses contribute toward portfolio creation. The completed portfolio is assessed in the final portfolio course of the program. Students will be able to use their portfolios to demonstrate career-readiness to potential employers and as a personal model and process for professional growth.

The Ethical Reasoning InstrumentTM (ERI)
Cynthia Bauerle, James Madison University; Laura Bottomley, North Carolina State University at Raleigh; Carrie Hall, University of New Hampshire-Main Campus; Daniel Howard, University of New Hampshire-Main Campus; Lisette Torres-Gerald, Nebraska Wesleyan University
We built a digital resource instrument (a wizard) to assist in the development of life sciences curricula that frame biology competencies in the context of ethical reasoning, since ethical and moral reasoning are important dimensions to college student development (Kohlberg, 1976). Using the "Eight Key Questions" framework developed at James Madison University, we generated a series of questions and examples of how instructors can adapt their syllabi, classroom activities, assessment, and pedagogy to re-center ethical reasoning.

An Ecosystem Intersecting Humanities, Computational, and Engineering Disciplines with Cultural and Other Assets of Our Communities
Stephanie E. August, California State University-Los Angeles; Gustavo Menezes, California State University-Los Angeles; Bettyjo Bouchey, National-Louis University; Alan Cheville, Bucknell University; Melissa Ko, Stanford University
A manifesto, as used in this document, refers to a public declaration of views or stances, acknowledging what is generally already commonly-held knowledge from publications and past conversations, but then presenting new ideas of what should be done. We are crafting this manifesto to make our vision for the future of STEM education clear to others and give examples of what we could someday attain. This document serves as a guide for faculty and administrators in higher education who are interested in widening access and participation. We seek to guide all agents involved (students, faculty and staff) toward achieving their full potential by first identifying, then moving away from traditional models of higher education based on industrial metaphors which focus on production and system efficiency, and standardized inputs and outputs, into an ecosystem-based model, in which agents are seen as assets that enrich a learning environment, valued for who they are, their strengths, their desires, and the dreams they bring in, and they are nurtured to thrive. It is only by shifting our thinking from metaphors of production to ones of growth that we can open up alternative futures.

University of Maryland, Baltimore CURE Scholars Program: A Culminating Design Thinking Capstone Experience
Dr. TaShara Bailey, University of Maryland, Baltimore; Gia McGinnis, University of Maryland-Baltimore; Sequoia Wright
The UMB CURE Scholars Program is a year-round, holistic STEM and healthcare pipeline program for West Baltimore middle and high school youth. Scholars enter the program at 6th grade and continue through the end of high school. CURE provides afterschool and summer programming, and annual STEM exposition fair, as well as social-emotional support and parent and community engagement through its social work program. High school scholars participate in paid summer internships in partnership with Baltimore City's summer employment program. As the oldest scholars are now juniors, we seek to design a culminating project-based capstone experience ending in their 12th grade year that would allow them to synthesize their work from the prior six years of effort through a Design Thinking Framework. Ultimately, we ask the questions, "What does it mean to "graduate" from the CURE Program?" and "What knowledge and skills do they need to demonstrate readiness for STEM/healthcare college and career programs?"

Critical Health Studies Undergraduate Degree Program
Erika Bonadio, Salem College; Spring Duvall, Salem College; Katie Manthey, Salem College; Maria Robinson, Salem College; Jing Ye, Salem College
Critical Health Studies is a transdisciplinary major program of co-taught courses that incorporates STEM subjects (biology, biochemistry, environmental science, psychology, and kinesiology), social sciences (anthropology, sociology, communications, entrepreneurship), and humanities (writing, religion, history, arts), related to health and well-being. Students will proceed through the major in a cohort that is book-ended by project-based learning seminars. A meta focus in action research will lead these cohorts in partnerships with community groups to create meaningful interventions to reduce health inequities. The curriculum will model a decolonized course design to promote fundamental values.

Certificate in Sustainability Solutions
Stephanie Pfirman, Arizona State University Campus Immersion
The proposed Certificate in Sustainability Solutions prepares students to apply sustainability principles and approaches to address complex human and environmental challenges. Through 6 courses, including an applied project, the Sustainability Solutions certificate offers practical, skill-based experience positioning students perfectly for today's job market.

Scientific Solutions for Society (SS4S) Certificate Program
Adriana Bankston, Co-Director, Policy Taskforce, Future of Research & Chief Outreach Officer, Journal of Science Policy and Governance (JSPG); Peggy Biga, University of Alabama at Birmingham; Chris Bolden, University of Texas Health Science Center at Houston; Teresa Eastburn, University of Colorado Boulder; Harinder Singh, University of California-Irvine
Scientific Solutions for Society (SS4S) is a graduate & professional certificate program aimed at training participants to solve key societal problems of today and the future using science and innovation. The program will focus on effective science communication, the impact and processes of establishing policies, and the principles of sustainability and real time assessment of innovations for society at local & global level. Participants will gain essential skills to be applied in solving real world problems and develop leadership skills by serving as trainers for subsequent course offerings.

Convergence of Engineering and Allied Disciplines through Symbiotic Course-Pairs
Kavitha Chandra, University of Massachusetts-Lowell; Christopher Hansen, University of Massachusetts-Lowell; David Willis, University of Massachusetts-Lowell; Yanfen Li, University of Massachusetts-Lowell
The proposed transformative engineering approach integrates core engineering knowledge with allied disciplines, which are defined as disciplines that promote student development of professional skills/dispositions (humanistic and meta knowledge). Specific skills/dispositions the program addresses will include: ethical reasoning, communication, leadership, meta-cognitive skills, creativity, cultural awareness and teamwork. Examples of allied disciplines for engineering students include: humanities, social sciences, arts, and management and entrepreneurship.

Amplifying Humanistic and Meta Knowledge in the Bachelor of Science in Biological Sciences
Joshua Caulkins, Arizona State University Campus Immersion; KARIN ELLISON, Arizona State University Campus Immersion; Ben Hurlbut, Arizona State University Campus Immersion; Kate MacCord, Arizona State University; Amy Pate, Arizona State University Campus Immersion; Christian Wright, Arizona State University Campus Immersion
The Biological Sciences Degree Program at Arizona State University is in the midst of a revolution. Through institutional support at the level of the Director of the School of Life Sciences, the core courses required of undergraduates in this major are being reviewed and realigned to cutting-edge pedagogical standards, 21st century skills, and national standards for knowledge. Amidst this culture of change, we envision a change in STEM education that provides students with an education that robustly integrates humanistic, meta, and foundational knowledge in order to better prepare them for their lives as professionals and citizens. This project highlights the incorporation of humanistic and meta knowledge into the Biological Sciences Degree Program.

A Course Scaffold for Integrating Science and Culture: A Water Example
Amy Charkowski, Colorado State University-Fort Collins; Hugo Gutierrez, The University of Texas at El Paso; Sharon Locke, Southern Illinois University-Edwardsville; Joey Nelson, Stanford University; Tracy Wacker, University of Michigan-Flint
The History and Future of Water integrates the sciences and humanities. This course will engage students with different perspectives (e.g, economics, geological, hydrological, societal) on the history of water and guide students to integrate these with their own perspectives based on personal and cultural beliefs. This integrated understanding will lead students to a STEM-informed and culturally-informed approach for thinking about water sustainability and resiliency. Students create a digital portfolio over the entirety of the course that showcases this integrated learning for them as an individual to be shared with other students, thereby learning from one another's cultural backgrounds and experiences. Instructors can easily adapt this course to fit their disciplinary expertise and specific group of students!