Certificate Program in Ethics in STEAM Research with Indigenous Communities and Lands
Karletta Chief (Diné), The University of Arizona Dominique David-Chavez, Colorado State University & Native Nations Institute Ángel A. Garcia Jr., James Madison University Darryl Reano, Florida International University Steven Semken, Arizona State University at the Tempe Campus
This is a certification program introducing ethical frameworks for collaborative STEAM research with Indigenous communities and/or on Indigenous lands. This certificate is designed for academic researchers, student researchers, funding program managers, and similar professionals (referred to here collectively as researchers). The certificate is based on Indigenous governance and rights-based metrics for integrity.

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-Online Campus; Dr. Eve Krahe, University of Phoenix-Phoenix Campus; Mary Elizabeth Smith, University of Phoenix-Phoenix Campus
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.

An Interactive Fiction Game for Information Literacy in STEM Courses
Dana Atwood-Blaine, University of Northern Iowa; David Grant, University of Northern Iowa; Anne Marie Gruber, University of Northern Iowa
This is a digital interactive fiction game for undergraduate STEM students to "choose their own adventure" and engage in, practice, and learn information literacy skills. Within a science-fiction scenario with characters crafted to reflect diversity in science, students will evaluate and act upon provided information types and sources to understand a mysterious set of events that unfold on their arrival at an outpost on Saturn's moon, Titan. Gameplay and post-play reflective activities will require critical thinking, problem-solving, and dealing with ambiguity in order to unravel different potential endings about the existence of an extraterrestrial life form. Thus, effective gameplay will require players to draw upon foundational, meta, and humanistic knowledge domains.

Translating STEM, Integrating Values
Becky Bates, Minnesota State University-Mankato; Alexandra Bradner, Kenyon College
Translating across disciplines, which are often identified by their different styles of reasoning, is challenging, but responsible citizenship requires the use of multiple perspectives to solve problems. Our translation goal is to value what other disciplines already do and know, and find pathways to incorporate that knowledge both within and outside STEM. This team has considered these translational challenges from both a liberal arts perspective and an engineering/science perspective, and have connected both to the use of narrative and story. We present two credentials in STEM communications and in ethics that help students learn the skills of translation, while practicing integration.

Creation of a revised Biochemistry and Molecular BS degree integrating the humanistic, metacognitive, and foundational knowledge domains
Tammy Clark, Viterbo University; Scott Gabriel, Viterbo University
Viterbo University's revised Biochemistry and Molecular Biology Bachelor of Science Program aims to prepare future students for healthcare and STEM-related careers by integrating foundational, meta, and humanistic knowledge. This holistic approach is critical as the problems in our world continue to increase in complexity and involve an increasing amount of diversity of approaches and viewpoints. This integration is achieved through a curriculum that invites students to use knowledge in applied settings such as course-embedded research, service-learning, and community building both on and off-campus. Students will participate in an annual biochemistry symposium and related seminar course that showcase the complexity of science-related issues within our world.

Learning Assistant (LA) Leadership Development Program
Megan Cole, Emory University; David Lynn, Emory University; Tracy McGill, Emory University; Kate McKnelly, Emory University; Rebecca Shetty, Emory University
The LA Leadership Development Program at Emory University is designed to develop students' interdisciplinary STEM thinking, identities as leaders, and leadership practices rooted in Emory's student leadership philosophy. Students who are selected as undergraduate laboratory teaching assistants, LAs, and peer mentors in select chemistry and biology courses are required to participate in this semester-long program. Students participate in a pre-workshop facilitated by chemistry and biology faculty and the Office of Student Involvement, Leadership, and Transitions, and students will complete weekly exercises that focus on leadership development. The program will culminate with a capstone presentation where students will demonstrate their leadership development.

Educators Certificate: STEM in the Public Interest
Eliza Jane Reilly, National Center for Science and Civic Engagement; Davida Smyth, The New School; Jay Labov, National Academies of Sciences, Engineering, and Medicine (Retired)
Our team aims to create a certification for STEM educators that applies the ideals and strategies of SENCER (Science Education for New Civic Engagements and Responsibilities) and adds practical professional development in pedagogy, science communication, and community collaboration. SENCER courses and programs use civic problems and big interdisciplinary public challenges (e.g. infectious disease, climate change, etc) with student-centered pedagogy to teach rigorous foundational knowledge while building civic awareness. Because SENCER courses take a problem-based, systems approach to learning, they inevitably engage the humanistic and social science knowledge, as well as meta-knowledge and skills, that learners need to be scientifically informed civic agents in their communities. The certificate program will help instructors teach STEM content "through" pressing social and civic problems of direct relevance to local communities by providing: course/program design guides, student-centered pedagogical training, grounding in principles of effective science communication and informal science learning, and the development of collaborative opportunities with community-based STEM educators.

A Course Scaffold for Integrating Science and Culture: A Water Example
Amy Charkowski, Colorado State University; Hugo Gutierrez, 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!

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?"

Biology in Practice: Moving Towards a Research-based Major
Sarah Elgin, Washington University in St. Louis; Shan Hays, Western State College of Colorado; Vida Mingo, Columbia College (SC); Christopher Shaffer, Washington University in St. Louis; Jason Williams, Cold Spring Harbor Laboratory
This program centers on teaching biology through research experiences and practical examples of current issues. We propose alternative implementations, suggestions and insights for achieving a research-centered biology major at institutions of higher learning outside the context of a Research I university.