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.

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 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!

The Scientific Process in a Changing World
Jordan Axelson, University of Illinois at Urbana-Champaign; Michelle Kovarik, Trinity College; Jeff Moore, University of Illinois at Urbana-Champaign
We have designed in detail a single course to serve as the first in an envisioned sequence of courses for a certificate in science literacy. There are two phases to the course. An initial case study will exemplify how the scientific process played out in a historical context. In the second phase, students will produce a final report about a contemporary socioscientific issue, present their results to the class, and generate a "publishable" product.

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.

Inquiry, Design, and Ethical Action Scholars (IDEA-S) Certificate
Trina Davis, Texas A & M University; Cheryl Craig, Texas A & M University; Michele Norton, Texas A & M University; Sara Raven, Texas A & M University; Claire Katz, Texas A & M University
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.

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.

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.

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.