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.

The Ethical Reasoning InstrumentTM (ERI)
Cynthia Bauerle, James Madison University; Laura Bottomley, North Carolina State University; 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.

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.

Systems and Solutions Certificate
Meghann Jarchow, University of South Dakota; Ranjeet John, University of South Dakota; Karen Koster, University of South Dakota; KC Santosh, University of South Dakota; Bess Vlaisavljevich, University of South Dakota
The Systems and Solutions Certificate will prepare students from all disciplines to use systems thinking and STEM tools to model complex systems and to use design thinking to innovate and iterate toward solutions within these systems. We strive to educate and graduate the leaders who will solve the future's most pressing challenges. Understanding and solving these challenges requires preparing students to create knowledge and innovate within complex systems. We propose undergraduate and graduate certificates in Systems and Solutions within the College of Arts & Sciences at the University of South Dakota.

Accelerated Engineering Certificate at Holyoke Community College
Melissa Paciulli, Holyoke Community College; Adrienne Smith, Holyoke Community College; Gordon Snyder, Holyoke Community College; Ileana Vasu, Smith College
The Holyoke Community College (HCC) Team developed a unique approach to assist STEM students with accelerated learning in the Community College setting, which will position first year students for internships and research opportunities faster, to increase persistence and completion of a certificate. This program is focused on the recruitment of historically marginalized students and supports our Colleges Strategic Plan, to support the needs of our Hispanic student Community. Holyoke Community College is currently a HSI withroughly 26% Hispanic students. By supporting our student's development of technical skills, coupled with essential skills, students will be able to work in industry at an earlier point in their academic journey. We will be using high-impact practices, coupled with accelerated learning, in a supported community to fast track our students.

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.

Montana Space Grant Consortium Hands-on STEM Certificate
Angela Des Jardins, Montana State University-Bozeman; Randal Larimer, Montana State University-Bozeman
Many Montana higher education students don't currently have good access to the real-world STEM experience employers desire. This is due to many factors, such as institutional focus on academic learning and relatively low number of local pre-graduation training and research opportunities. Therefore, Montana Space Grant Consortium (MSGC) has created a hands-on STEM certificate that will form a guided path to prepare the participants to start their careers.

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.

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.

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.