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.

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.

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.

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!

Sample major in Integrated Science and Engineering, specifically aimed at 9-12 Educators
Shanthi Ayyadhury, IFLEED INSTITUTE OF MATH AND SCIENCE; Horacio Ferriz, California State University-Stanislaus
We offer a sample -4-year major to prepare the science and engineering high school teachers of the future, which emphasizes integrated (i.e., not in silos) science and engineering, humanistic ethics, and thoughtful reflection of what the goal of being "a teacher" is all about.

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.

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.

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.

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.

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.