To assist our students in understanding theoretical concepts in order to apply them, we have delved into the process of using and writing case studies. This presentation will focus on the successes and failures to write and publish a case study.

TAKEAWAYS:
1. Identify a relevant topic that is accessible to your intended audience; 2. Present the problem while being specific and conscious of time; and 3. Research where to publish.

SPEAKERS:
Nalini Broadbelt (Massachusetts College of Pharmacy and Health Sciences: Boston, MA), Michelle Young (Massachusetts College of Pharmacy and Health Sciences: Boston, MA), Nevila Jana (Massachusetts College of Pharmacy and Health Sciences: Boston, MA)

When astronauts are in space, several detrimental physiological changes occur to their bodies. What countermeasures are needed and will they be enough?

TAKEAWAYS:
1. Microgravity causes many changes in the astronaut's body; 2. Countermeasures are utilized while in orbit; and 3. Long-term missions need to overcome the detrimental effects.

SPEAKERS:
Cahleen Shrier (Azusa Pacific University: Azusa, CA)

The objective of this study was to assess informal science engagement using social media and examine changes due to the COVID-19 pandemic.

TAKEAWAYS:
1. Social media engagement in regards to science-related topics was robust pre-COVID-9 pandemic; 2. During the pandemic, the total number of posts remained at a similar level while post reactions increased over time; and 3. Social media remains an effective platform for informal science engagement even during the COVID-19 pandemic.

SPEAKERS:
Robert Pyatt (Kean University: Union, NJ), Maya Briskin (Kean University: Union, NJ), Esther Choi (Kean University: Union, NJ)

Through research conducted by the Growing Future STEM Teachers in Maine grant, this presentation explores the upsides, downsides, and enticements of secondary STEM teaching.

TAKEAWAYS:
Participants will: 1. explore perceptions of careers in STEM secondary education; 2. understand factors that influence interest in STEM fields; and 3. identify evidence-based practices for preparation and retention of high-quality secondary STEM teachers.

SPEAKERS:
Patricia Waters (Saint Joseph's College of Maine: Standish, ME)

NSTA’s Committee on Postsecondary Science Teaching will examine best practices and the challenges in designing authentic assessments that not only measure learning outcomes, but remain inclusive to all students. A special emphasis will be placed on underserved populations and underprepared students.

TAKEAWAYS:
Participants will be able to: 1. explain the principles of Inclusive Authentic Assessment; 2. describe how underprepared and underserved students benefit from Inclusive Authentic Assessment; and 3. identify the challenges of using Inclusive Authentic Assessment in higher education.

SPEAKERS:
Brian Ogle (Brevard Zoo: No City, No State), David Wojnowski (Georgia State University: Atlanta, GA), Esperanza Zenon (River Parishes Community College: Gonzales, LA)

This presentation explores the impact engaging with diverse communities through service learning has on elementary student learning, preservice teacher development, and community-campus partnerships.

TAKEAWAYS:
Participants will: 1. explore how service learning can be used as a vehicle for building a K–16 STEM pipeline; 2. understand the impact of service learning on preservice teacher development; and 3. identify best practices for community partnerships in STEM education.

SPEAKERS:
Patricia Waters (Saint Joseph's College of Maine: Standish, ME)

The purpose of our research is to investigate how teacher candidates’ experiences in STEM field studies with community partners can inform our work with an integrated practicum semester based on a curriculum of place. Place-based education is an approach to teaching that is grounded in the context of community and environment and seeks to help participants in solving community problems. Many Indigenous scholars are replacing the term place with land and argue that land-based pedagogies promote the decolonization of education by recognizing the intimate relationship that Indigenous peoples have with the land. One challenge with land-based pedagogies is the role non-Indigenous peoples have in this approach to the decolonization of education. Our research, in a western Canadian context, explores this tension as we come to a deeper and shared understanding of our co-responsibility within Treaty 7 relationships. Our project considers varying perspectives of place as it informs STEM teacher education pedagogy.

TAKEAWAYS:
1. Land-based pedagogies;2. Indigenous ways of knowing; and 3. Integration of STEM curriculum and pedagogies.

SPEAKERS:
Kevin O'Connor (Mount Royal University: Calgary, AB)