This session will describe how I used key strategies based on the research of the science of learning to assess the science learning of elementary preservice teachers.

TAKEAWAYS:
Attendees will learn: 1. tThe role of retrieval practice, spacing, interleaving, and metacognition in planning and implementing assessment for learning; 2. kKey strategies for assessing learning virtually in elementary science methods courses and STEM classrooms in general; and 3. quick assessment ideas that engage ALL students in the learning of science.

SPEAKERS:
Demetrice Smith-Mutegi (Old Dominion University: Norfolk, VA)

Feeling overwhelmed by all there is to see and do at an NSTA conference on science education? Join us for an interactive exploration through the conference app and NSTA’s social media. By the end of the session, you will know just how to get the most from your conference experience in addition to building new networks with your science colleagues.

SPEAKERS:
Elizabeth Allan (University of Central Oklahoma: Edmond, OK)

Members and advisors of NSTA Student Chapters, and those interested in starting a student chapter, are invited to network, collaborate, and learn from each other!

TAKEAWAYS:
Connect with other NSTA Student Chapters and Advisors Learn more about the new NSTA National Preservice Chapter and other initiatives Develop strategies for engaging and growing your student chapter at your institution

SPEAKERS:
Debi Hanuscin (Western Washington University: Bellingham, WA), Melanie Reap (Winona State University: Winona, MN)

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)

Come learn how college faculty, and graduate and undergraduate students can benefit from participating in and supporting local, regional, or state science and engineering fairs.

TAKEAWAYS:
Attendees will learn: 1. about science and engineering fairs; 2. how to get involved with science and engineering fairs; and 3. about the professional benefits of participating in science and engineering fairs.

SPEAKERS:
Julie Angle (Oklahoma State University: Stillwater, OK), Donald French (Oklahoma State University: Stillwater, OK)

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)

This session will provide practical assistance to those who wish to produce research studies for peer-reviewed journals. Robert Tai, co-editor and science educator, will lead this session.

TAKEAWAYS:
1. How to structure a research study; 2. How to develop research questions; and 3. How to write up a research study for review by research journals.

SPEAKERS:
Robert Tai (University of Virginia: Charlottesville, VA)

Authors of this report from the Board on Science Education of the National Academies of Sciences, Engineering, and Medicine will give an overview of the report’s key issues, conclusions, and recommendations.

TAKEAWAYS:
1. Science and Engineering education needs to be prioritized through fifth grade; 2. State policymakers should ensure these subjects are taught comprehensively, frequently, and consistently; and 3. Ways to support learning and engagement with science and engineering.

SPEAKERS:
Heidi Schweingruber (The National Academies of Sciences, Engineering, and Medicine: Washington, DC)

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)

This presentation will highlight the implementation of an online STEM peer mentoring program at two historically Black institutions and possibilities for extension. Bring a tablet or laptop!

TAKEAWAYS:
Attendees will: 1. learn about and explore a novel approach to online peer mentoring for undergraduate and graduate students in STEM; 2. gain an understanding of the benefits of the online peer mentoring program to broadening participation among groups historically underrepresented in STEM; and 3. have the opportunity to discuss future directions for exploration, including potential applications to K–12 contexts.

SPEAKERS:
Vivian Jones (Bethune-Cookman University: Daytona Beach, FL)

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)

Undergraduate research is fundamental for learning and applying the scientific method. This presentation will highlight ways to promote undergraduate research within an academic unit.

TAKEAWAYS:
1. The importance of undergraduate research in education; 2. Undergraduate research is a benefit to faculty and student career development; and 3. Ways to promote undergraduate research in an academic unit.

SPEAKERS:
Thayne Sweeten (Utah State University: , UT)

All instructors of elementary science methods courses are invited to bring a favorite activity or assignment to share with colleagues.

TAKEAWAYS:
Attendees will: 1. network with other science teacher educators who teach elementary science methods courses; 2. share their own practice and get feedback from others; and 3. gather new ideas for use in their own courses.

SPEAKERS:
Debi Hanuscin (Western Washington University: Bellingham, WA)

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)

Museum staff and education professors will present a multi-state service-learning project. Attendees will brainstorm experiential learning partnerships for preservice teacher in their own communities.

TAKEAWAYS:
Attendees will: 1. learn about a multi-state service-learning project completed by elementary education preservice teachers enrolled in Creative Writing and Science Methods courses (at a rural university in Texas) for a Musuem of Natural Sciences (in North Carolina), completed entirely online during the global pandemic; 2. learn about the benefits of service-learning projects for future science educators, local organizations, and local communities…including how the PSTs’ lesson plans met Next Generation Science Standards; and 3. be prompted to consider possible experiential learning partnerships for preservice teachers based on the known needs of their local community organizations. Presenters (including museum staff and university professors) will offer tips for those ideas shared.

SPEAKERS:
Lauren Burrow (Stephen F. Austin State University: Nacogdoches, TX), Tonya Jeffery (University of Houston - Downtown: Houston, TX)

Presentation of graduate research on depth of questions used by elementary teacher candidates. Participants will use results to evaluate their questions to enhance student learning.

TAKEAWAYS:
Attendees will: 1. get an overview of a research study and learn about resulting tools used to evaluate depth of questions in elementary science lessons; 2. learn and contribute to recommendations for preservice and inservice teachers in developing questioning techniques to promote student discourse and understand student thinking; and 3. practice developing and refining questions in science.

SPEAKERS:
Cynthia Lima (The University of Texas at San Antonio: San Antonio, TX), Liz McMillan (The University of Texas at San Antonio: San Antonio, TX)

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)

This presentation showcases a federally funded educator preparation and professional development model that gives teachers experiences in high-impact micro-clinical rounds in multiple diverse school settings and is designed to specifically address the  cultural competency needs of current and future science educators.

TAKEAWAYS:
Participants will: 1. learn strategies for designing high-impact clinical rounds that are grounded in culturally responsive pedagogical principles; 2. learn and apply a set of specific strategies for designing and sustaining micro-clinical rounds for current and future science educators; and 3. hear video excerpts of principals, teachers, and teacher candidates about the positive effect the micro-clinical rounds make on new and experienced teacher effectiveness.

SPEAKERS:
Dewayne Morgan (University System of Maryland: Adelphi, MD)

A virtual reality chemistry activity was evaluated as a supplement to laboratory instruction for first-year college chemistry classes.

TAKEAWAYS:
1. Virtual reality offers an engaging and kinesthetic way to supplement lab-based instruction; 2. The virtual environment can evaluate student lab performance on a level that can't be duplicated in a laboratory setting; and 3. VR offers an effective source of remediation for students lagging in laboratory skills.

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

The winner of the 2022 OUSTA describes how giving students access to new technologies to help answer their own questions can foster deeper engagement with the scientific process.

SPEAKERS:
Jason Bruck (Stephen F. Austin State University: Nacogdoches, TX)

Agricultural Science Professional Development (ACRE) builds participating teachers’ self-efficacy with literacy strategies while advancing science content
and leadership skills.

TAKEAWAYS:
1. Literacy incorporation in science classrooms extends beyond reading scientific texts and writing scientific reports; 2. “Swirl” (Speaking, Writing, Reading, Listening) literacy learning can be embedded in all science content classrooms with minimal time commitment; and 3. Participating teachers recognized the value of, and felt competent to implement, the carousel, magnet summaries, and mind maps as literacy strategies in their agricultural classrooms.

SPEAKERS:
Stephanie Lemley (Mississippi State University: Mississippi State, MS), Renee Clary (Mississippi State University: Mississippi State, MS), Kathleen Alley (Mississippi State University: Mississippi State, MS)

Explore gendered stereotypes within STEM/science education that influence unconscious biases and strategies to mitigate them, focusing on gaps in female student participation.

TAKEAWAYS:
1. Identify societal cues that can increase implicit biases and the effects they can have on minoritized students in science/STEM education; 2. Learn practical skills to address his/her own implicit biases in the classroom decision-making; and 3. Learn reflective and introspective strategies to mitigate unconscious bias.

SPEAKERS:
Uchenna Emenaha (University of Houston: Houston, TX)