What if the same tool students use to measure focus could help teachers reclaim theirs? This hands-on workshop introduces HRV biofeedback — technology trusted by clinical researchers and elite athletes — as a team-based professional learning model for building educator resilience. Participants experience live demonstrations where physiological data shifts in real time as stress responses activate and coherence techniques restore balance. Teachers don't just learn about burnout — they measure it, and then figure out how to change it. Grounded in autonomic nervous system science and NGSS-aligned data practices, this model translates directly into PLC structures, instructional coaching frameworks, and school-wide wellness protocols. Participants leave with team implementation guides, facilitation protocols, and a roadmap for department- or school-level adoption — building shared capacity without adding initiatives or expectations.

TAKEAWAYS:
Participants will implement a team-based HRV biofeedback model that builds educator resilience through real-time physiological data — translating personal regulation practice into shared PLC structures and sustainable school culture.

SPEAKERS:
Nichi Avina, Kim Condurso

During this session (on the HASTI Pathways document), HASTI members and non-members are able to come and interact with HASTI Board members. They can ask questions, offer suggestions, and share their thoughts about the future of HASTI.

TAKEAWAYS:
Attendees will be able to connect with HASTI board members, find out about our current work and offer suggestions for future work.

SPEAKERS:
Kristen Poindexter

Participation in science classroom discussions is often uneven, with multilingual learners (MLs) contributing less frequently despite having valuable ideas to share. Because scientific learning depends on engaging in practices such as argumentation from evidence and constructing explanations, limited participation can restrict opportunities for MLs to develop and demonstrate understanding. This presentation synthesizes research from science education, language development, and classroom discourse to examine factors that shape who participates in science discussions. Particular attention is given to how classroom norms, teacher responses, and interactional structures influence MLs’ opportunities to engage in evidence-based reasoning. Drawing on literature and classroom examples, the session highlights approaches that support more equitable participation and meaningful engagement in scientific discourse.

TAKEAWAYS:
Participants will examine how classroom structures shape participation in science discussions and how to make multilingual learners’ thinking visible in scientific discourse.

SPEAKERS:
Tina Ahmadi

Participants will explore the importance of building a positive STEM identity and integrating it into the K–12 curriculum. This poster will highlight strategies for fostering an environment that promotes competence, curiosity, and confidence in students as they pursue STEM learning. Attendees will discover ways to leverage students’ existing “working knowledge” to deepen engagement and connection to STEM concepts. Resources and examples will be provided to help educators support students in developing a strong and lasting STEM identity. This session is ideal for educators seeking to empower their students in STEM, regardless of background or experience. Participants will leave inspired and equipped to make a meaningful impact on their students’ STEM identity.

TAKEAWAYS:
Unlock students' STEM IDENTITY with hands-on strategies that inspire confidence, curiosity, and STEM skills. Learn how aviation and aeronautics can promote a growth mindset and create real-life engineering scenarios and career connections. Get free resources and actionable steps at this session.

SPEAKERS:
Christina Davis

Join us to explore the core themes identified by practitioners and researchers at the 2025 NSF-funded Localizing and HQIM convening that took place at UC Berkeley’s Lawrence Hall of Science. [DRL#2413236]. This session will build on themes that emerged from that conference, by supporting attendees to focus on the systemic roles that educators and leaders can play in supporting equitable localization of high-quality instructional materials. Drawing from the project convenings’ cross-role dialogues, we will examine how leaders can reduce the burden on individual teachers by legitimizing localization work, enabling partnerships, and providing aligned professional learning. The session will explore policy levers and collaboration models that make localized instruction using HQIMs, feasible and effective across contexts. The session will also highlight how localization can serve as a viable strategy for advancing equity in science education.

TAKEAWAYS:
Explore insights from the Lawrence Hall of Science on localizing K-12 science HQIM. Learn how partnerships and professional learning make high-quality materials relevant and equitable. Discuss and share strategies that reduce teacher burden and make localized science effective for every student.

SPEAKERS:
Shannon Wachowski

Are you interested in learning more about what HASTI has to offer or how you can become more involved? Attend this session to hear from current board members about their experiences and learn more about each board position. We have a position for everyone! We will share a short history of HASTI and why our mission and focus is so important, now more than ever! Teachers of ALL grade levels and areas are welcome, including pre-service, informal, and postsecondary educators!

TAKEAWAYS:
Attendees will learn about HASTI's mission and how they can become more involved with our state science teachers association.

SPEAKERS:
Kristen Poindexter

What if students could inhabit the perspective of a threatened monarch butterfly or painted dog, then use that empathy to drive real conservation action? In this session, we share how sixth graders in Wheeling, IL combined MagicSchool AI, ESRI crowdsourced mapping, and the HomeStories storytelling platform to research endangered local wildlife, write compelling stories blending science and heart, and present solutions to actual community decision-makers. Students published their wildlife stories on a global map, connecting classrooms across Illinois, Iowa, and Botswana. We will share curriculum, student examples, technology tools, and lessons learned from this interdisciplinary model integrating science, language arts, and civic engagement. Leave with a replicable framework for transforming students into empathetic scientists and community advocates who fall in love with local nature and fight for its survival.

TAKEAWAYS:
When students write from the perspective of endangered wildlife, combining scientific research with empathy, they become powerful conservation advocates who take real civic action in their communities.

SPEAKERS:
Kevin Burke, Tracy Crowley

Early career science teachers face challenges such as learning to manage classrooms, enacting instruction aligned with the Next Generation Science Standards (NGSS), and implementing effective strategies for diverse learners. These challenges can impact a teacher’s well-being and lead to teacher burnout. One approach that can be used to mitigate the effects of teacher burnout is self-care. In this session, we will share teachers’ voices from our three-year longitudinal study on early career science teachers’ well-being and self-care practices in high-need schools. Our data indicate individual self-care practices alongside collaborative approaches that build capacity to support teachers’ well-being and retention. We will share these research-based strategies, examples, and self-care planning tools. These strategies are important because teachers need to take care of their own well-being in order to provide effective science instruction, as suggested by the NGSS, for all students.

TAKEAWAYS:
Attendees will learn about research-based self-care strategies for teachers, and how individuals and organizations can foster supportive environments for teacher self-care and well-being. Attendees will participate in self-care reflections and will leave with self-care planning tools and goals.

SPEAKERS:
Lisa Borgerding, Ella Yonai, Shannon Navy

This interactive session explores how hands-on, project-based STEM experiences increase student engagement, academic achievement, and workforce readiness for learners of all backgrounds. Participants will discover proven strategies for creating robust STEM learning environments that expose students to real-world STEM applications, inspire curiosity, engage learners through experiential activities, and empower them to pursue STEM pathways and careers. Drawing from STEM NOLA’s nationally recognized Cradle-to-Career Model, which has impacted more than 250,000 students across the United States and internationally, attendees will learn how vertical mentorship, industry partnerships, workforce development initiatives, and community-centered programming create sustainable pathways . The session includes practical examples, scalable models, and take-home resources that educators, administrators, and community leaders can use to expand STEM access, participation, and long-term success.

TAKEAWAYS:
Participants will gain actionable strategies and a scalable Cradle-to-Career framework that leverages hands-on STEM learning, vertical mentorship, and workforce development partnerships to increase engagement, build confidence, and create pathways to STEM careers.

SPEAKERS:
Nicole Mills

Teachers face increasing demands that can lead to burnout, diminished creativity, and a loss of joy in the classroom. This session explores practical, research-informed strategies to help educators reduce burnout while rekindling a sense of awe —both for themselves and their students. Participants will examine how incorporating moments of wonder, curiosity, and meaningful scientific phenomena can transform classroom culture and teacher well-being. Through real classroom examples, simple instructional shifts, and reflective practices, attendees will learn how to design learning experiences that are both sustainable and inspiring. The session will highlight ways to leverage awe as a tool for engagement, deepen student thinking, and reconnect teachers with the passion that brought them to science education.

TAKEAWAYS:
Teachers will learn strategies to help prevent and remediate teacher fatigue.

SPEAKERS:
Maggie Moore

Learn how to write for grants and awards. Whether you've never written a grant, have tried but have never won, or just want to improve your skills as a writer. The presenter has written for numerous grants and awards. To date he's won 30 grants for over $60,000 to expand what he's able to offer for students in his rural school. Additionally, he has made progress on numerous awards (and won some). Furthermore, he will share about his experience as a Fund for Teachers Fellow and share sources for funding and recognition.

TAKEAWAYS:
The presenter is an award winning teacher who has also won 30 grants for over $60,000 for his rural classroom. He'll share his tips and tricks for writing to help you learn how to bring in new materials to improve student learning and for funding to support yourself as a teacher.

SPEAKERS:
Eric Sullenberger

AI is reshaping what it means to learn and create. This session introduces Human-AI Teaming, a bold approach to learning where students don’t just use AI, they collaborate and think with it. Discover how AI as partner and provocateur can expand agency, equity, and the future of learning.

TAKEAWAYS:
Gain a visionary understanding of Human-AI Teaming as a framework for the future of learning. See how AI can expand inquiry, creativity, and belonging in classrooms. Leave inspired with a complete Teaming Tool-Kit and practical entry points for teaching about and with AI in your classroom, school an

SPEAKERS:
Kate Henson

Looking for strategies that support all learners in your science class? Join experienced co-teachers as they share how they’ve built an inclusive biology course for both traditional diploma students and those earning an alternate diploma, typically students with significant cognitive disabilities. Learn how teachers use Indiana standards and modified Content Connectors to build assessment, class supports, and more to support the sensemaking of a wide range of students. This session will include a comparison between assignments, assessment, and tools that we use between our traditional and alternate diploma students. We will share our biology curriculum map that shows our approach on reaching standards for learners with disabilities. While the focus is on co-teaching, many of these approaches can be used by teachers that do not co-teach to help support students.

TAKEAWAYS:
In this session, teachers will discover practical strategies, planning tools, and alternate assessments that support sensemaking for both traditional diploma students and students with significant cognitive disabilities in inclusive science classrooms.

SPEAKERS:
Fabian Lopez, Zackary Lopez

This session focuses on turning classroom insight into meaningful policy influence by treating advocacy as a practical, learnable skill for science educators. Participants will explore a clear framework for engaging at the school, district, and state levels in ways that are professional and sustainable. Drawing on National Science Teaching Association (NSTA) position statements and classroom-based evidence, we’ll focus on advocating for the professional learning and resources needed so standards translate into effective practice—not unfunded mandates. We’ll also examine responsible ways to involve students in advocacy that build civic skills like evidence-based communication and research. Participants leave with adaptable tools and language to support high-quality, inclusive science education.

TAKEAWAYS:
Your day-to-day classroom experience is valid evidence—and when you pair it with a clear framework and tools, you can use it to advocate effectively for the resources and support your students actually need.

SPEAKERS:
Brian Keller

Current research around ML science focuses on creating a supportive environment, moving from traditional teaching methods like frontloading to integrating language with learning (Lee, 2021; Lee & Grapin, 2025). However, ML equity can be misunderstood, replicating deficit perspectives in the classrooms. Thus, we will dive into reframing linguistic justice by centering key attributes for a culturally sustaining space. Culturally rich classrooms strive to understand ML youth, ranging from those within language programs and students in ‘regular’ tracked courses. The diverse linguistic, academic, and cultural knowledge of students and their communities should be drawn from and developed. This can happen by creating a collective community, giving language space to flourish, centering social justice in planning, problematizing/humanizing the science and classroom. We will expand on these attributes, provide examples, reflect together to develop strategic plans for the coming school year.

TAKEAWAYS:
This interactive and reflective workshop centers multilingual youth to develop a culturally sustaining classroom for linguistic justice through key strategies. Participants will walk away with a toolbox and a structure to implement that supports ML student learning throughout the school year.

SPEAKERS:
Diana Bonilla, Jessica Garcia

Federal education policy is changing rapidly. From proposed reductions at the Department of Education to shifting priorities at NSF, AI workforce initiatives, and new approaches to career and technical education, decisions in Washington are reshaping the STEM education landscape. This session will provide an insider's briefing on the latest developments in Congress and the Administration, including the FY2027 appropriations process, emerging STEM workforce policies, and key federal funding opportunities. Participants will leave with a clearer understanding of how federal decisions affect classrooms, schools, districts, and state education systems—and how science educators can engage effectively in the policy process.

TAKEAWAYS:
Understanding current federal STEM policy trends allows educators to anticipate changes, identify opportunities, and engage more effectively with policymakers.

SPEAKERS:
James Brown

How do we move students from "checked out" to "self-directed" without adding hours of prep? This session introduces classroom-tested, high-leverage routines that build student self-efficacy and grit through the lens of John Hattie’s Visible Learning research. Participants will explore low-prep strategies to foster Collective Efficacy and Teacher Credibility, turning the "space of struggle" into a launchpad for success. We will examine common "grit-robbers" and replace them with adaptable structures for meaningful feedback and stronger classroom cohesion. Attendees will leave with a practical toolkit of routines that strengthen sensemaking and resilient learning, shifting the focus from fixing students to optimizing the environment to support science practices.

TAKEAWAYS:
Implement high-leverage routines that foster student agency and collective efficacy. Leave with a low-prep toolkit to transform classroom 'struggle' into productive grit, using evidence-based strategies that boost engagement and sensemaking without increasing your workload.

SPEAKERS:
Jeff Anderson, Christina Sladek, Scott Albright

Science educators are among the most trusted voices in education policy—but many have never been trained to advocate effectively. This highly interactive session will provide practical tools for communicating with elected officials, building coalitions, working with media, and influencing policy decisions at the local, state, and federal levels. Through real-world examples and guided exercises, participants will learn how to translate classroom expertise into policy influence and become effective champions for science and STEM education.

TAKEAWAYS:
Effective advocacy is a learned skill that allows science educators to transform their expertise into meaningful policy impact.

SPEAKERS:
James Brown

During a unit of study on the Respiratory System, 10-12th grade students engaged in a written conversation protocol followed by a facilitated circle conversation evaluating trends of lung capacity data when a race factor is applied to respiratory health for non-White people and how this impacts overall Respiratory health for people of color, particular the Black community. This poster session includes samples of authentic student work from the activity and educator facilitation recommendations that utilize anti-racist practices.

TAKEAWAYS:
Educators will be able to identify existing social justice topics connected to their science curriculum content and be able to facilitate a written conversation data analysis activity.

SPEAKERS:
Elly Walsh-Rock

The Lawrence Hall of Science conducts groundbreaking research and partners with stakeholders to transform science education and prioritize innovative teaching and learning for students worldwide. Connected to this work, The Lawrence Hall of Science is exploring ways to impact and contribute to the grades 9-12 science environment by engaging teachers and leaders directly in the process. In this session, participants will engage with the initial findings from a landscape study related to teachers’ expertise, capacity, and identity. They will contribute their own perspectives about the challenges in high school science, and brainstorm solutions they can apply in their own contexts. This session will support participants in translating research into action, developing shared understanding, and building the relationships and tools needed to lead and implement actions to support Framework-aligned grades 9-12 science pedagogy and instruction.

TAKEAWAYS:
Attendees will take away findings from a landscape study conducted at the Lawrence Hall of Science, that explored common challenges in grades 9-12 science. They will strategize solutions related to a community effort to support science educators and students, including in their own context.

SPEAKERS:
Shannon Wachowski

Increasingly, the most important STEM education decisions are being made in state capitals rather than Washington. State legislatures, governors, boards of education, and education agencies are driving debates over standards, accountability, curriculum, teacher workforce development, and STEM funding. This session will explore major state policy trends shaping science education in 2026 and highlight successful examples of state-level advocacy. Participants will learn how to identify key decision makers, understand state policy processes, and build effective strategies for advancing STEM priorities in their own states.

TAKEAWAYS:
State governments have become central drivers of STEM education policy, making state-level engagement essential for science education leaders.

SPEAKERS:
James Brown

Science is a fundamental right for every student, starting in the earliest grades. However, elementary science is often reduced to simplified facts or infrequent activities. This session challenges that narrative, presenting a framework for consistent, complex, and equity-based science instruction across all grade levels. We will explore how to transition from traditional "experiments" to student-led investigations where sense-making is the primary goal. Participants will learn how to leverage three-dimensional instruction (SEPs, CCCs, and DCIs) to build student agency and ensure that every learner—regardless of background or language proficiency—has access to high-level scientific thinking. We will discuss the selection of support materials that reflect diverse voices and the development of non-biased assessments that prioritize conceptual complexity. By treating science as a core pillar of the elementary experience, we create a more equitable landscape for all students. Attendees wi

TAKEAWAYS:
Science belongs in every grade level. Equity is achieved when students are "doers" of science. Use Science and Engineering Practices (SEPs) to create inclusive, complex environments where all students have agency to make sense of the world, regardless of their reading level or background.

SPEAKERS:
Tyrone McNichols, Mike Szydlowski, J Carrie Launius, Nicole Williams

This workshop offers an opportunity to consider how our work as STEM educators can be more meaningfully tied to citizenship, equity, and socioscientific issues. Using audio/visual data and analysis from a 2-year ethnographic dissertation study, this session will demonstrate how one early childhood educator positioned and supported her students as scientific citizens, focusing on their personhood and multifaceted identities as community members during science-based learning experiences. Attendees will be invited to examine scenarios from their own perspective and the perspective of others in order to apply the concepts discussed in the dissertation study.

TAKEAWAYS:
Attendees will be given tools to expand their view of what science and STEM can be in the PreK to 12 educational landscape. This workshop encourages them to look beyond the neoliberal tendencies of STEM education to consider how personhood, community, and science can be purposefully integrated.

SPEAKERS:
Joseph Spurlock

This session will help science educators understand Indiana’s new diploma and how science and STEM intentionally shape student readiness. Attendees will explore how science coursework fits into the statewide vision, the role of STEM in the broader diploma framework, and how students can earn relevant diploma seals. While designed to support strong Indiana representation, the session offers national value by clarifying how policy, pathways, and classroom practice intersect to prepare students for postsecondary success.

TAKEAWAYS:
Science educators need a clear, accessible understanding of Indiana’s new diploma and how science and STEM contribute to overall requirements and diploma seals.

SPEAKERS:
Rebekah Frazer

How do we improve science instruction without asking teachers to take on one more initiative? School District U-46 is building a coherent K–12 science system that strengthens teacher capacity while reducing fragmentation. Serving more than 35,000 students, the district aligned curriculum, assessment, professional learning, coaching, and teacher leadership into a shared system designed to support educators. Participants will examine teacher leadership teams, coaching structures, PLCs, common assessments, and collaborative planning processes that build collective responsibility for improvement. These structures support 3D science teaching, student sensemaking, and equitable access to science learning while reducing instructional overload. Attendees will explore how these systems were implemented across K–8 and are now being extended into grades 9–12. Participants will leave with practical tools and strategies to strengthen educator support systems and sustain high-quality instruction.

TAKEAWAYS:
Lasting science improvement occurs when schools invest in systems that build teacher capacity, shared leadership, and professional trust, making high-quality instruction easier to deliver rather than adding more to educators' plates.

SPEAKERS:
Deborah McMullen

Come learn about elements of a successful leadership development program that has produced 2 national and 15 state presidents plus dozens of board and committee members in science associations in North Carolina. This session will demonstrate how the program involves participants in learning experiences, guided by the NC state standards and the NGSS Framework, with the goal of producing leaders for the STEM pipeline. It will focus on how the program develops the critical skills needed for success in leadership roles at any level. Participants will engage in a sample learning experience; discuss the skills covered in the program and how they apply to leaders; and understand how the program supports state standards and the NRC Framework, which NC has adopted. The program actively seeks variety among its cohorts to help ensure diversity in future leadership for the STEM pipeline and draws applicants from all individuals interested in improving STEM education. Handouts will be provided.

TAKEAWAYS:
Participants will gain an understanding of the critical skills and format of a successful leadership development program through an overview, participation in a learning experience, discussion, and application of the program elements to the work of successful leaders.

SPEAKERS:
Pat Shane