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.

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 at 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.

Faculty Development Workshop: Transforming the student learning experience in STEM courses through modules that connect fundamental knowledge with social issues​​
Lisa Lewis, Albion College; Kathryn Miller, Washington University in St. Louis; Gary Reiness, Lewis & Clark College; Jim Swartz, Grinnell College
This workshop is designed to train faculty in implementation of socially-relevant modules that convey foundational concepts in introductory STEM courses as part of motivating, engaging, promoting the success of, and retaining students. Participants will create a product to implement themselves and be equipped to present the workshop to others.

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.

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.

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.

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.

Certificate in Sustainability Solutions
Stephanie Pfirman, Arizona State University at the Tempe Campus
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.

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.

Community-Based Interdisciplinary STEM Certificate
Nawal BENMOUNA, Montgomery College; Vedham Karpakakunjaram, Montgomery College; Milton Nash, Montgomery College; Rebecca Thomas, Montgomery College
Many contemporary problems that impact our daily lives – from the spread of infectious diseases to climate change – demand expertise from one or more STEM domains. Effective solutions require an understanding that moves beyond STEM, integrating the culture, values, and interests of impacted communities. This Community-Based Interdisciplinary STEM Certificate prepares students to solve complex, interdisciplinary problems in the real-world context of their own communities.