This presentation will provide teachers with a ready-to-teach Unit designed to help their students experience several Physical Science, Earth-Space Science, and Engineering NGSS standards. The unit addresses global weather patterns and the impacts of potential pattern changes. It also addresses thermal energy and its applications in building design. All middle school science teachers; whether new to the profession, new to phenomena-based learning, or seasoned veterans will find something new and exciting to bring back to their classrooms. This Unit combines my understanding of the middle school science classroom with expertise of curriculum writers at Pacific Education Institute. Teachers will receive help planning lessons, activities, and discussions. They will also take the role of a student to have first-hand experience with labs and activities. Teachers will receive a digital copy of all of the instructional materials including grading rubrics.

TAKEAWAYS:
Teachers will learn how to teach and assess a dynamic 3-D unit addressing Physical Science and Earth Space Science NGSS Standards. Teachers will leave with editable access to all Unit materials. Teachers will get time and guidance on how to adapt the Unit to their classroom and student needs.

SPEAKERS:
Kat Chamberlain (Ridgetop Middle School: No City, No State)

The EYE curriculum unit was co-created by middle school science teachers and architectural studies and science education faculty with the goal of improving students’ energy literacy and energy conservation practices. It consists of four modules that span six weeks of classroom instruction. The modules include investigations on energy and energy systems, natural and artificial lighting, building heating and cooling, and a capstone engineering project that guides students in designing a new classroom. The unit is place-based, using the local school building as a source of shared student experiences to connect to abstract energy concepts. Our workshop will overview the EYE unit structure and rationale and cover some of the key energy and architecture concepts embedded in the unit. We will provide hands-on experiences and a venue tour to model how building features can be leveraged to teach fundamental energy concepts in a real-world context for improved student engagement and learning.

TAKEAWAYS:
Our workshop venue will allow us to model how the EYE unit leverages tangible building features to enhance students’ understanding of abstract energy concepts. Attendees will receive a link to EYE’s classroom-ready materials, including engineering game cards, a budget spreadsheet, and slide decks.

SPEAKERS:
Meera Sood (Smithton Middle School: Columbia, MO), Suzy Otto (University of Missouri)

University of Illinois STEM educators have created classroom activities that allow students to conceptually explore topics in electricity. The workshop activities include assembling a breakout board that models a simplified power system for a small neighborhood. The circuit prototype responds to an outage and redirects the flow of power. Participants explore the components and characteristics of simple circuits, logic gates, and relays. They also engage in an energy delivery themed, escape room style activity developed by educators at the University of Illinois Urbana-Champaign with support from the US Department of Energy. This virtual environment presents a fictional, but based on real events, cascading blackout scenario and challenges players to find the cause. Participants analyze data from the blackout, determine what went wrong, and propose strategies to prevent another such event in the future. Time will be allotted for debriefing and sharing ideas for classroom implementation.

TAKEAWAYS:
The US power grid is the system of producers and consumers of electricity. It includes power generators, switches, substations, miles of power lines, and millions of transformers. The power grid is continually evolving as we integrate alternative power resources and invent technologies.

SPEAKERS:
Lara Hebert (Assistant Director, Engineering Public Engagement: Urbana, IL), Jana Sebestik (University of Illinois at Urbana-Champaign: Champaign, IL)

Sponsoring Company: STEMscopes by Accelerate Learning

Students get engaged with practical and inquiry-based engineering experiences by using the DIVE-in method. This program was developed with the New York Hall of Science. Transform your classroom into an authentic makerspace with the DIVE process. Learn how to use the design process through consensus.

SPEAKERS:
Margo Dye (Accelerate Learning Inc.: Houston, TX)

Opportunities abound for young people to learn about science, technology, engineering, and mathematics (STEM) in a range of settings outside of the classroom. They can engage with STEM in summer camps, after-school programs, Boys & Girls Clubs, and even trendy birthday parties. Numerous studies document the benefits of effective out-of-school STEM learning—e.g., increased interest in STEM, enriched knowledge of STEM ideas, enhanced confidence, and a sense of accomplishment. Given the benefits of out-of-school STEM learning and to increase access to high-quality STEM experiences for our middle schoolers, we developed an after-school program for them to enjoy STEM in engaging, authentic, and relevant ways. We will (1) share the framework/commitments that guided the design of our “Out-of-School and Into STEM” club, (2) model an abbreviated club session, and (3) provide resources for participants that may be helpful in designing their own out-of-school STEM experiences for students.

TAKEAWAYS:
Attendees will be provided with a framework and resources to guide the design of an out-of-school STEM Club and participate in a design-based club activity.

SPEAKERS:
Raven Brzeszkiewicz (Student: , IN), Jared Simoneaux (Science Teacher: , IN), Megan Johnson (Science Teacher), Lynn Bryan (Purdue University: West Lafayette, IN)

Are you ready to start inventing with your students but don’t know how to start? Do you have students with innovative ideas who need help protecting those ideas? Intellectual property can be a complex and often confusing topic, but it's essential for students to understand how to protect their own ideas and creations. Many teachers recognize the need to help their students protect their ideas and inventions when they work on science and engineering projects, but may not have a background in IP or the resources to teach it effectively. This presentation will provide an overview of how to teach IP and invention education in science classrooms, with a focus on practical and hands-on activities that engage students. Participants will leave with resources and ideas for incorporating invention education and IP into their own classrooms.This presentation is suitable for science teachers of all levels, from elementary to high school. No prior knowledge of IP is necessary.

TAKEAWAYS:
Participants will leave with resources and ideas for incorporating invention and intellectual property education into their classrooms. This presentation is suitable for science teachers of all levels, from elementary to high school. No prior knowledge of IP is necessary.

SPEAKERS:
Kathy Hoppe (STEMisED, Inc), Kathleen Lanman (U.S. Patent and Trademark Office: Alexandria, VA)

Sponsoring Company: Great Minds

In this workshop, participants undergo a challenging student experience as they work through a complex investigation. Throughout the course of the session, participants discover the importance of fostering an environment that encourages challenges where students can struggle in a safe space.

SPEAKERS:
Sally Robichaux (Great Minds: Washington, DC)

Sponsoring Company: Carolina Biological Supply Co.

Apply creative problem-solving skills and engineering practices to chemistry and physical science challenges. Experience how Carolina makes it easy to incorporate STEM into your classroom. Launch a chemical reaction rocket and race a car powered by a balloon.

SPEAKERS:
Patricia Kopkau

Sponsoring Company: STEMscopes by Accelerate Learning

If you're using STEMscopes (or wanna-be), this session is for you. Come see the most popular digital curriculum during this session. Discover assessment packages, streaming videos with activities, coding with app building, hands-on engineering projects, STEM teacher certification, and much more.

SPEAKERS:
Angela Campana (Accelerate Learning, Inc.: Houston, TX)

Sponsoring Company: hand2mind

Discover how to effectively use STEM Bins® as a foundational, developmentally appropriate form of engineering for elementary students. Learn simple ways to implement STEM Bins® for early finishers, enrichment, morning work, centers, makerspaces, and literacy and math extensions.

SPEAKERS:
Brooke Brown (Roosevelt Elementary School: Norman, OK)

We outline an integrated STEM program implemented across multiple schools in a large urban district. The program presented an engineering design challenge using computer-aided design, computational modeling, and 3D printing, as a way to fully integrate the “T” in STEM. We engaged students in solving a real-world problem: optimizing a prototype of a Soap Box Derby Car by using CAD software, virtual and physical wind tunnel testing, and 3D printing. Students investigated the factors that impact the performance of a gravity racing car in order to optimize its performance, using concepts they learned about aerodynamic forces. The students then used CAD Software and virtual simulation testing to design and test a car shell. We will share integration strategies, highlights of the curriculum implementation in several middle school classrooms, and research results from student assessment and teacher interviews to discuss the impact of the curriculum on students’ learning and engagement.

TAKEAWAYS:
How to effectively integrate technology, engineering, and science in a STEM curriculum that focuses on engineering-specific technology tools and computational modeling, and uses science and engineering practices.

SPEAKERS:
Johnna O'Neal (Instructional Specialist: No City, No State), Katrina Halasa (Akron Public Schools: Akron, OH)

This session provides insight for administrators, professional developers, curriculum coordinators, instructional coaches, higher education faculty, and teachers related to models of STEM instruction focused on SEPs at the K-8 level. Collaborative efforts between school leadership and university faculty have led to the development of STEM programming in two school districts in Southeast Missouri. Using and integrating the expertise of local STEM education professionals (university faculty specializing in STEM education), these school districts (one urban, one rural) designed and implemented very different STEM integration models. Attendees will learn about each model from those integral to the development process. Presenters will share elements of their strategic plans, including curricular structures, human capital/roles, resource/budget considerations, instructional components, and other sustainability aspects, such as environmental and political support and community partnerships.

TAKEAWAYS:
Attendees will learn about STEM program development and STEM professional development models. STEM Education frameworks and a toolkit used as a foundation for strategic planning and sustainability will be shared and available for attendees.

SPEAKERS:
Andi Maddox (Director of Curriculum and Instruction: Kennett, MO), Tyler Lappe (Instructional Coach: Cape Girardeau, MO), Trudy Giasi (Valle Catholic Schools: Ste. Genevieve, MO)

Aligned to Next Generation Science Standards, our collaborative card game called Mountain Rescue engages players in STEM learning while immersed in an authentic and thrilling context: seeking rescue from a plane crash. Designed for grades 5-8, the game is playable in about 30-minutes. Preliminary play-test results indicate that students are engaged and feel the game has value for collaborative learning. During gameplay, players utilize collaborative skills essential to STEM careers by working together to solve puzzles related to electricity, physics, chemistry, and engineering design. Yet, to convert our research into effective classroom practice–we need you. Please stop by our poster and share your feedback with us. We would love to hear your thoughts about gameplay, game design, and potential implementation issues which we will incorporate into our next round of funding. Maybe you would even like to have the next version of Mountain Rescue come to your classroom!

TAKEAWAYS:
Attendees will learn about the collaborative STEM card game called Mountain Rescue. Presenters will share the design, gameplay basics, and research findings. Presenters will engage attendees in lively discourse around necessary improvements and implementation issues.

SPEAKERS:
Denise Bressler (Chief Ideologist: Liberty Corner, NJ)

Find out how engaging students with compelling and complex socio-scientific problems necessitates student learning in many disciplines to design solutions. Gain strategies to support students in transdisciplinary learning and apply that learning to problem-solving with shared resources and examples.

TAKEAWAYS:
Learn how to engage students in learning that centers on addressing pressing social challenges and be able to describe transdisciplinary approaches to education.

SPEAKERS:
Rob Wallace (: Kenner, LA)

Going from pure to applied science is an emphasis today. STEM makes science applicative. A competitive workforce and making science relevant are reasons for making applicative connections. Do these “connective pushes” (e.g., STEM) make studying science for science’s sake worthwhile? We think so. We’ve created a biology-based assignment where students are involved in SEP through biomimicry after first studying seeds. We chose seeds to show how pure science can blend into the applicative sciences for two reasons. The diversity in physical characteristics and the means of transportation open possibilities for creative uses beyond what seeds themselves provide humankind. Using biomimicry as the driving force to incorporate the concept of SEP in lessons works well in the middle grades. Studying science, using argument from evidence, getting an inventive idea, building a prototype, and finishing with an engineered product is possible through biomimicry. The lessons cover about 3 class days.

TAKEAWAYS:
Attendees will learn the processes behind how learning pure science concepts can become STEM, by way of using both biomimicry and SEP in the classroom.

SPEAKERS:
William Sumrall (The University of Mississippi: University, MS)

Sponsoring Company: STEMscopes by Accelerate Learning

If you're using STEMscopes (or want to be), this session is for you. Come see the most popular digital curriculum during this session. Discover assessment packages, streaming videos with activities, coding with app building, hands-on engineering projects, STEM teacher certification, and much more.

The vision of the Fairport STEAM Lab is to support, challenge, and prepare all Fairport students to be Future Ready. We believe that by engaging with curricular and extracurricular projects and inquiries, students will utilize their innate creativity to actively construct knowledge. Students engage with materials and technologies that help them share their learning and tell their stories. The Labs are a place for young people to develop skills that they can transfer to other parts of their lives as they prepare themselves for the future. The presenters will share our experience with building a Lab with attendees that are interested in creating them in their districts and how we have expanded our work to other area districts. We will explore how our curriculum is scaffolded to increase levels of sophistication regarding engineering design, computer science, and digital literacy concepts.

TAKEAWAYS:
Participants will leave with recommendations for creating STEAM Labs in their districts based on the blueprint that Fairport used to launch Labs that incorporate the NGSS Engineering Design standards, Computer Science and Digital Fluency Learning Standards, and a focus on social-emotional learning.

SPEAKERS:
Travis Wood (Fairport Central School District: No City, No State), Kristin Larsen (Honeoye Falls- Lima CSD: Honeoye Falls, NY)

Four methods to integrate (Charles W. [Andy] Anderson): Identify productive questions and goals; Provide rules for sensemaking; Guide the search for evidence; Support analogical reasoning. Using the lesson example - Marshmallows in a Vacuum: Set up a vacuum chamber and place a marshmallow inside. Start removing the air from the chamber. Ask students to make observations of what they see. Once most of the air is removed, stop and reverse the air movement to return to the chamber. Take the mass before each step. Another lesson example, Cookie Alarm: Design a cookie jar that sounds an alarm every time someone opens the jar. Participants are provided a container and micro:bit that they use to construct a solution. We will look through what information we need to gather in order to find the optimum solution to the problem. This will be accomplished without participants needing to code or have access to materials.

TAKEAWAYS:
How to harness the power of CCC's as tools to assist students in making sense of phenomena or solving engineering problems.

SPEAKERS:
Susan German (Hallsville Middle School: Hallsville, MO)

In the presentation, I will be sharing STEM activities for grades 6-8. The activities shared will include STEM icebreakers, STEM projects for content units, and other fun and engaging STEM activities. Get ready to have a STEM-sational time as you will be creating projects to take back to your school. I will also provide links to activities/projects that participants can use that will not be demonstrated/experienced that will align the concept of cells to TEKS for grades 6-8.

TAKEAWAYS:
Attendees will experience hands-on learning for grades 6-8. This experience will give attendees fun and engaging activities for students to learn about STEM.

SPEAKERS:
Amy Rush (Lufkin Middle School: Lufkin, TX), Rebecca Walker (Tays Junior High School: Katy, TX)

This workshop will demonstrate how to teach the engineering design process through building water filters and discussing water quality and water purification topics. Participants will work in groups to design and construct a water purification model using various materials, such as sand, gravel, and charcoal. The models will be tested by pouring dirty water through the system and analyzing the resulting water quality using test strips. The goal is to design a model that is both economically and environmentally beneficial to society. At the end of the workshop, participants will have a better understanding of the importance of water in society, as well as how engineering, technology, and science can be used to maximize the potential of this limited resource. Additionally, participants will learn how to adapt the lesson for different grade levels. All materials will be provided by The Energy Coalition’s program, Energy is Everything.

TAKEAWAYS:
This workshop will show the influence of STEM on society and the natural world. Participants will build a water purification model by developing a solutions-oriented approach to an environmental problem.

SPEAKERS:
Hanna Buechi (Sr. Project Coordinator: Irvine, CA), Jasmine Pineda (Project Manager: Irvine, CA)

Sponsoring Company: TCI

Build student interest in engineering with TCI's Engineering Challenges. In TCI’s Bring Science Alive! programs, students take charge of their learning and develop solutions to real-world problems just like engineers do. Join to discover the power of TCI and practical tips for your classroom.

This session will introduce participants to NSTA instructional materials (lessons and units) designed for middle school classrooms. These instructional materials are designed around the critical aspects of sensemaking: students experience a phenomenon, engage in science and engineering practices and share ideas and to build and/or apply disciplinary core ideas and crosscutting concepts needed to explain how or why the phenomenon occurs. Sensemaking is in the vision of A Framework for K-12 Science Education - “the doing of science and engineering is highlighted as a strategy that can capture students’ interest in science and motivate their continued study.” (A Framework for K-12 Science Education, pp 42-43). NSTA lessons and units provide opportunities for all students to engage in science learning that is meaningful to them.

TAKEAWAYS:
Phenomenon-driven, three-dimensional lessons and units provide students opportunities to actively try to figure out how the world works or design solutions to problems (sensemaking).

SPEAKERS:
Patrice Scinta (NSTA: Arlington, VA)

This session will showcase how artificial intelligence (AI) can be integrated within STEM-based design challenges to enhance student engagement and the 'improve' step of the engineering design process. Teachers usually stop design challenges after students test their designs. The presenter will walk participants through how to develop AI prompts, engage students in reflecting upon the AI responses, building/creating and testing the AI provided solution, and ultimately, guiding students through the reflection and optimization process. The students are challenged to "beat the computer" by utilizing data collected through the test phase to create an optimized solution that will be tested against the AI-generated solution. The presentation will take the form of demonstration, discussion, and provision of examples.

TAKEAWAYS:
Participants will learn how to leverage artificial intelligence (AI) within STEM-focused design challenges to engage in the test and improve/optimize steps of the engineering design process.

SPEAKERS:
Dennis Dagounis (Berkeley Heights Public Schools: Berkeley Heights, NJ)

This presentation will provide teachers with a ready-to-teach Unit designed to help their students experience several Physical Science, Earth-Space Science, and Engineering NGSS standards. The unit addresses global weather patterns and the impacts of potential pattern changes. It also addresses thermal energy and its applications in building design. All middle school science teachers; whether new to profession, new to phenomena based learning, or seasoned veterans will find something new and exciting to bring back to their classrooms. This Unit combines my understanding of the middle school science classroom with expertise of curriculum writers at Pacific Education Institute. Teachers will receive help planning lessons, activities, and discussions. They will also take the role of a student to have first hand experience with labs and activities. Teachers will receive a digital copy of all of the instructional materials including grading rubrics.

TAKEAWAYS:
Teachers will learn how to teach and assess a dynamic 3-D unit addressing Physical Science and Earth Space Science NGSS Standards. Teachers will leave with editable access to all Unit materials. Teachers will get time and guidance on how to adapt the Unit to their classroom and student needs.

SPEAKERS:
Kat Chamberlain (Ridgetop Middle School: No City, No State)

Birds provide an accessible context for student science investigations and creative engineering design projects. From building a bird feeder from recyclables, to building nest boxes for specific species, to thinking critically about bird adaptations, using citizen-science projects to inspire authentic questions and original scientific studies… we aim to help creative students engage in STEM! During this workshop, I will provide free resources to help teachers develop students’ science and engineering practices—while also supporting a connection to the local environment. During this time, teachers will: • Work to create a bird feeder and chat about the factors that make a successful design • Design a well-adapated bird that can survive in a challenging habitat

SPEAKERS:
Susan Licher (Cornell Lab of Ornithology: Ithaca, NY)

The vision of the Fairport STEAM Lab is to support, challenge, and prepare all Fairport students to be Future Ready. We believe that by engaging with curricular and extracurricular projects and inquiries, students will utilize their innate creativity to actively construct knowledge. Students engage with materials and technologies that help them share their learning and tell their stories. The Labs are a place for young people to develop skills that they can transfer to other parts of their lives as they prepare themselves for the future. The presenters will share our experience with building a Lab with attendees that are interested in creating them in their districts and how we have expanded our work to other area districts. We will explore how our curriculum is scaffolded to increase levels of sophistication regarding engineering design, computer science, and digital literacy concepts.

TAKEAWAYS:
Participants will leave with recommendations for creating STEAM Labs in their districts based on the blueprint that Fairport used to launch Labs that incorporate the NGSS Engineering Design Standards, Computer Science and Digital Fluency Learning Standards, and a focus on social-emotional learning.

SPEAKERS:
Travis Wood (Fairport Central School District: No City, No State), Kristin Larsen (Honeoye Falls- Lima CSD: Honeoye Falls, NY)

Participants will have an opportunity to practice using a 3-D printing pen. They will be able to create small models and designs from a pattern (or just by doodling). This activity also aims to spark ideas for 3-D pens as a relatively easy and inexpensive way to introduce the engineering design process with practical applications for students. Information about eCYBERMISSION and the other programs sponsored by the Army Educational Outreach Program will be available as well. Submitted for the STEM Haven activity session on Saturday AM session, request access to electrical outlets and table space Please do not schedule to conflict with the following sessions: The Scoop on K-12 STEM Programs and Teacher Awards Administered by NSTA; eCYBERMISSION STEM Competition - The Power of Phenomenon-Based Learning; eCYBERMISSION STEM Competition - Authentic, Engaging, Accessible; or Translating Experience to Classroom Practice through Research Experiences for STEM Educators & Teachers (RESET)

TAKEAWAYS:
Participants will have an opportunity to use a 3-D pen to make (and take) a small model or design for the classroom using a provided pattern or an original design. Information about eCYBERMISSION and programs administered by NSTA and sponsored by AEOP will be available.

SPEAKERS:
Brian Kutsch (National Science Teaching Association, eCYBERMISSION), Carey Dieleman (National Science Teaching Association: No City, No State)

Participants will have an opportunity to participate in a virtual reality simulation of a laboratory setting by wearing a VR headset. They will be able to “test” potential solutions for a refillable canteen by following verbal and visual instructions within the VR application. The VR experience also offers additional options to learn about various technological developments researched and developed by scientists and engineers working in Army laboratories, including night vision goggles and walkie talkies. Information about eCYBERMISSION and the other programs administered by NSTA and sponsored by the Army Educational Outreach Program will be available as well.

TAKEAWAYS:
Participants will have an opportunity to use virtual reality goggles and applications to explore a technological alternative to hands-on scientific inquiry and engineering design processes. Information about eCYBERMISSION and programs administered by NSTA and sponsored by AEOP will be available.

SPEAKERS:
Brian Kutsch (National Science Teaching Association, eCYBERMISSION), Carey Dieleman (National Science Teaching Association: No City, No State)

Looking for ways to integrate engineering in your science curriculum? Join us to become familiar with freely-available, high-quality instructional materials that create opportunities for students to apply science ideas to solve real-world problems, gain confidence and see themselves in STEM careers.

TAKEAWAYS:
Learn how to engage students in learning that centers on addressing pressing social challenges and be able to describe transdisciplinary approaches to education.

SPEAKERS:
Rob Wallace (: Kenner, LA)

As science teachers, we understand the importance of innovation in driving progress and economic growth. However, many students living in high-barrier areas across the country lack access to the resources and opportunities necessary to participate in the innovation ecosystem. This presentation proposes strategies for expanding the innovation ecosystem and engaging these underserved students in innovation activities. We will discuss the Innovation Atlas, a valuable resource for identifying innovation clusters and potential partnerships. We will also explore ways to connect students with innovation centers, industry mentors, and entrepreneurship programs. By expanding the innovation ecosystem and breaking down barriers, we can inspire the next generation of innovators and ensure that all students have the chance to contribute to our shared future.

TAKEAWAYS:
Our mission is to inspire inclusive U.S. innovation and global competitiveness. This starts in the K-12 classrooms by identifying and breaking down barriers that prevent students from learning how to be inventors and innovators.

SPEAKERS:
Jorge Valdes (U.S. Patent and Trademark Office: Alexandria, VA), Kathleen Lanman (U.S. Patent and Trademark Office: Alexandria, VA)

Using research and facts to support decisions is a skill our students need to learn. Problem-based learning allows students to come up with multiple solutions to a problem and then, through the use of research, experimentation, and failure, students learn to scientifically support their thoughts and ideas. Problem-based learning helps students learn science content while also building important 21st century skills and lifelong practices. In a world where content facts are readily available and resources are waiting to me explores, students have the opportunity to see how their learning relates to current careers, as well as the opportunity to share their insights with others. Students get to explore literature while engaging in problem solving and science exploration.

TAKEAWAYS:
Participants will gain a better understanding of how to improve literacy while incorporating problem-based learning into the required units of study through discussion and brainstorming with peers on the use of Problem-Based practices.

SPEAKERS:
Charlsie Prosser (Education Professor and Chair: Baldwin City, KS), Tara Burnham (Assistant Professor of Education)

Today's mission - should you choose to accept - will require teams of engineers to design and build a bridge that will hold at least 20 coins. During this lesson, engineers will be asking questions and defining problems to fully understand the mission, criteria, and constraints. Next, we will design our bridges and sell our design ideas to the team, selecting the optimal ideas to incorporate into the group design. Then, we will construct and test our bridges, identify failure points, and recommend improvements. Teachers will receive a copy of ready-made engineering design worksheet that can be utilized in their classrooms to facilitate incorporation of engineering design challenges (and can be modified to fit any K-12 classroom]. Following the design challenge, presenters will offer a range of applications for design challenges making this content relevant to all disciplines. Examples include protein folding, electromagnets, balancing forces, and Rube Goldberg Machines.

TAKEAWAYS:
Educators will take away materials for teaching the engineering design process that can be modified to fit ANY K-12 classroom, as well as a list of possible projects with connections to various DCI strands.

SPEAKERS:
Bailey Johnson (Hastings Public Schools: Hastings, NE), Kristen Benton (Kenesaw Public Schools: Kenesaw, NE)