Explore innovative teaching collaboration where a biology and a religion professor linked two undergraduate courses to highlight nature of science and its relationship with religion.

TAKEAWAYS:
Participants will: 1. experience several of the in-class activities we have used to highlight various aspects of the nature of science and its relationship to religion and will leave with a list of resources they can use to delve more into the relationship between science and religion. We will provide each attendee with an annotated list of books, websites, and videos; 2. walk away with an understanding of the four models of the relationship between science and religion. We will facilitate an active discussion that arrives at the list of the four models, as we do with the college students enrolled in our courses; and 3. identify major issues or questions faced by students trying to rectify science and religion viewpoints and learn of some practical resources to help those students.

SPEAKERS:
Darla French (Oberlin College: Oberlin, OH)

Creative writing assignments can better reach students with differing learning styles. The incorporation of creative writing exercises into introductory chemistry courses and their effects on student performance will be described.

TAKEAWAYS:
1. Creative writing is an effective way to cement understanding of chemistry concepts; 2. Engaging in creative writing leads to better exam performance; and 3. Creative writing exercises increase critical-thinking skills.

SPEAKERS:
Donald Carpenetti (Craven Community College: New Bern, NC)

The presenters will report success from implementing weekly graded coloring assignments in Anatomy and Physiology I.

TAKEAWAYS:
1. Coloring positively influenced student performance on the laboratory mid-term and final; and 2. Students reported increased relaxation and motivation by regularly coloring.

SPEAKERS:
Cheston Saunders (Southeastern Community College: Whiteville, NC)

Discover several strategies for developing well-written multiple-choice questions that can assess higher levels of Bloom’s taxonomy.

TAKEAWAYS:
1. Multiple-choice exams can assess higher-order cognitive skills and increase student learning gains; 2. Developing these types of multiple-choice questions is easier than you might think; and 3. Our higher-order multiple-choice questions are practically "Google proof,” making them ideal for online exams.

SPEAKERS:
Tarren Shaw (The University of Oklahoma: Norman, OK), Donald French (Oklahoma State University: Stillwater, OK)

Deriving research opportunities for students directly from coursework-based questions allows more students to be involved in this high-impact practice.

TAKEAWAYS:
Attendees will: 1. see examples of student-generated research; 2. learn how to engage faculty in the process of authentic research; and 3. see what students have said about the role of research in their STEM careers.

SPEAKERS:
Kerry Cheesman (Capital University: Columbus, OH)

Storytelling highlights student cultural wealth. Students create story videos that connect their pandemic experiences with evidence from their analysis of racial inequities in COVID-19 cases.

TAKEAWAYS:
Attendees will: 1. see how to scaffold assignments from data analysis to digital story creation; 2. create their own mini digital story about their pandemic experience; and 3. learn how to demonstrate that arguing from statistical evidence can provide an "academic grounding" for discussion of systemic racism.

SPEAKERS:
Scott Benjamin (Bunker Hill Community College: Charlestown, MA)

Hear how a university prepares preservice STEM teachers for project-based learning (PBL) while they simultaneously experience a PBL curriculum for teacher preparation. Leave with resources.

TAKEAWAYS:
Participants will: 1. be able to identify the importance of rigor, relevance, and relationships in the design of a STEM teacher preparation program that threads PBL throughout teacher candidates’ preparation; 2. be able to identify opportunities and challenges of threading PBL throughout such a program; and 3. reflect on how provided resources can be utilized and integrated into their own STEM teacher preparation programs.

SPEAKERS:
Deborah Sachs (University of Indianapolis: Indianapolis, IN), Katherine Stickney (University of Indianapolis: Indianapolis, IN), Kimberly Baker (University of Indianapolis: Indianapolis, IN), Jean Lee (University of Indianapolis: Indianapolis, IN), Laura Gardner (Riverside High School: Indianapolis, IN)

Infographics are an excellent way to engage students in communicating science to the public. Ideas can change quickly when misinformation appears in a community.

TAKEAWAYS:
Attendees will: 1. learn how infographics can be incorporated into science classes to teach communication skills; 2. see examples of student-generated graphics; and 3. see feedback from students and learn why they think this exercise is an important part of their training.

SPEAKERS:
Kerry Cheesman (Capital University: Columbus, OH)

Jackson State University’s Students Understanding Chemistry Concepts to Enhance STEM Skills (SUCCESS) program is a three-year retention effort funded by the National Science Foundation to improve Biology majors' graduation rates.

TAKEAWAYS:
1. The concepts of a student retention program for Biology majors implemented at Jackson State University; 2. Students' perceptions of this retention program called SUCCESS; and 3. Discussion from the evaluation of the retention program called SUCCESS.

SPEAKERS:
Barbara Howard (Jackson State University: Jackson, MS)

We present quantitative and qualitative aspects of student affective factors, values, and skills gained from a CURE utilizing a masked, in-person poster presentation

TAKEAWAYS:
1. Attendees will learn how a return to post-COVID science communication experiences impact students’ science attitudes; 2. Attendees will learn how students who present in a masked, in-person poster session perceive its value and their skills gained from the process; and 3. Attendees who are interested in implementing, or currently using, CUREs, will learn general practitioner recommendations based on our findings.

SPEAKERS:
Austin Leone (Oklahoma State University: Stillwater, OK), Donald French (Oklahoma State University: Stillwater, OK)