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.

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.

Accelerated Engineering Certificate at Holyoke Community College
Melissa Paciulli, Holyoke Community College; Adrienne Smith, Holyoke Community College; Gordon Snyder, Holyoke Community College; Ileana Vasu, Holyoke Community College
The Holyoke Community College (HCC) Team developed a unique approach to assist STEM students with accelerated learning in the Community College setting, which will position first year students for internships and research opportunities faster, to increase persistence and completion of a certificate. This program is focused on the recruitment of historically marginalized students and supports our Colleges Strategic Plan, to support the needs of our Hispanic student Community. Holyoke Community College is currently a HSI withroughly 26% Hispanic students. By supporting our student's development of technical skills, coupled with essential skills, students will be able to work in industry at an earlier point in their academic journey. We will be using high-impact practices, coupled with accelerated learning, in a supported community to fast track our students.

The Science of Disparities Concentration
Kristin Chapleau, University of Alabama at Birmingham; Kari Dugger, University of Alabama at Birmingham; Samantha Giordano-Mooga, University of Alabama at Birmingham; Nadia Richardson, University of Alabama at Birmingham
The Biomedical Sciences Program (BMD) is a undergraduate major at the University of Alabama at Birmingham with approximately 700 undergraduate students. As the major has expanded, it is clear we need to create "pathways"/concentrations that allow undergraduate students to expand their expertise into sub-specialities within the biomedical sciences field. The goal of this work is to create a Science of Disparities concentration within BMD, that will be designated on student transcripts and provide students the opportunity to create unique expertise that accommodates their personalized career goals.

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.

Amplifying Humanistic and Meta Knowledge in the Bachelor of Science in Biological Sciences
Joshua Caulkins, Arizona State University at the Tempe Campus; KARIN ELLISON, Arizona State University at the Tempe Campus; Ben Hurlbut, Arizona State University at the Tempe Campus; Kate MacCord, Arizona State University; Amy Pate, Arizona State University at the Tempe Campus; Christian Wright, Arizona State University at the Tempe Campus
The Biological Sciences Degree Program at Arizona State University is in the midst of a revolution. Through institutional support at the level of the Director of the School of Life Sciences, the core courses required of undergraduates in this major are being reviewed and realigned to cutting-edge pedagogical standards, 21st century skills, and national standards for knowledge. Amidst this culture of change, we envision a change in STEM education that provides students with an education that robustly integrates humanistic, meta, and foundational knowledge in order to better prepare them for their lives as professionals and citizens. This project highlights the incorporation of humanistic and meta knowledge into the Biological Sciences Degree Program.

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.

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.

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.