Your STEM journey begins here. Incorporate STEM and PBL into the K–5 curriculum. Receive ideas for program development, grants and funding, as well as  inexpensive or free field trips.

TAKEAWAYS:
Incorporating STEM curriculum and PBLs into the K–5 grade–level curriculum requirements. Finding and scheduling in-house free and inexpensive field trips, guest speakers, and virtual experiences for all students at your school. Funding and grant writing information and sources to fund your STEM program.

SPEAKERS:
Johanna Disney (McKendree Elementary School: Lawrenceville, GA), Julie Wilkerson (McKendree Elementary School: Lawrenceville, GA)

Hear how the Samueli Foundation along with its partners designed and scaled the STEM Learning Ecosystem to now 89 communities around the world.

TAKEAWAYS:
What it takes to build a STEM Ecosystem How to build a STEM Ecosystem The evidence to support the value of a STEM Ecosystem

SPEAKERS:
Veronica Gonzales (Teaching Institute for Excellence in STEM (TIES): Cleveland, OH)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks) Strategies for ensuring students are part of a rich learning community (science is social) - remote or classroom - and how being part of that community supports sensemaking Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA), Tricia Shelton (NSTA: Arlington, VA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks) Strategies for ensuring students are part of a rich learning community (science is social) - remote or classroom - and how being part of that community supports sensemaking Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks). Strategies for ensuring students are part of a rich learning community (science is social)—remote or classroom—and how being part of that community supports sensemaking. Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks). Strategies for ensuring students are part of a rich learning community (science is social)—remote or classroom—and how being part of that community supports sensemaking. Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks) Strategies for ensuring students are part of a rich learning community (science is social) - remote or classroom - and how being part of that community supports sensemaking Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks) Strategies for ensuring students are part of a rich learning community (science is social) - remote or classroom - and how being part of that community supports sensemaking Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Faculty and current students will discuss Pitt-Johnstown’s unique approach to their STEM Endorsement Certification, including students’ personal experiences and future teaching goals, and the program’s benefits and implications for  research.

TAKEAWAYS:
Participants will engage in discussion to learn about: • Current focuses on teacher preparation in STEM education • Pennsylvania’s approach to endorsing students via their STEM Endorsement Certificate model and its program design and evaluation competencies • Pitt-Johnstown’s unique approach to the model, through a Q&A with faculty and current students.

SPEAKERS:
Sarah Chesney (University of Pittsburgh at Johnstown: Johnstown, PA)

Attention will be paid to implementation of a conceptual framework and activities for professional development to increase the quality and quantity of secondary STEM teachers.

TAKEAWAYS:
- Attendees will discuss the research-based conceptual framework of a STEM professional development project. - Attendees will be asked to share on activities of the project as a method to increase the quality and quantity of STEM teachers. - Our two-year project results will be shared with attendees.

SPEAKERS:
Sumreen Asim (Indiana University Southeast: New Albany, IN), Alan Zollman (Indiana University Southeast: New Albany, IN)

Review a model for science methods courses that encompasses formal/informal learning environments built upon the six strands set forth by NRC Learning Science in Informal Environments. The framework focuses on the science culture of tools, language, and norms. Discussion includes how the model can be modified for elementary, secondary, and special education programs.

TAKEAWAYS:
- attendees will learn about a model that fuses together both formal and informal learning environments. The scope and sequence of the course syllabi will be shared - attendees will be learning about specific activities to better integrate various learning environments - attendees will given a list of resources to help implement in their respective courses

SPEAKERS:
Sumreen Asim (Indiana University Southeast: New Albany, IN)