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.

Biology in Practice: Moving Towards a Research-based Major
Sarah Elgin, Washington University in St Louis; Shan Hays, Western Colorado University; Vida Mingo, Columbia College; 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.

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?"

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.

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.

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!

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.

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.

Inquiry, Design, and Ethical Action Scholars (IDEA-S) Certificate
Trina Davis, Texas A&M University-College Station; Cheryl Craig, Texas A&M University-College Station; Michele Norton, Texas A&M University-College Station; Sara Raven, Texas A&M University-College Station; Claire Katz, Texas A&M University-College Station
The Inquiry, Design, and Ethical Action Scholars (IDEA-S) Certificate Program is designed for incoming STEM and STEM education freshmen. Scholars will navigate through a series of virtual and in-person design thinking and inquiry-based experiences during the summer months leading up to their freshman year. Each experience will be intentionally designed to build participants' capacities to take ethical action and impact change within the context of STEM-related issues. At the culmination of this interdisciplinary certificate program, scholars will apply the inquiry, design, and ethical reasoning skills learned to solve complex problems in high-need communities.

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.