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.

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?"

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; S, 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.

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.

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.

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-Fort Collins; Ángel A. García Jr., James Madison University; Darryl Reano, Arizona State University Campus Immersion; Steven Semken, Arizona State University Campus Immersion; Karletta Chief, University of Arizona; Angel Garcia, James Madison University; Ángel A. Garcia Jr., James Madison University
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.

Convergence of Engineering and Allied Disciplines through Symbiotic Course-Pairs
Kavitha Chandra, University of Massachusetts-Lowell; Christopher Hansen, University of Massachusetts-Lowell; Yanfen Li, University of Massachusetts-Lowell; David Willis, 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.

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.

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; Melissa Ko, Stanford University; Alan Cheville, Bucknell 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.

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.