This lesson focuses on radio astronomy data collected with a $50 student-built telescope. The telescope is not needed to do the lesson. Students collect information on the locations of neutral hydrogen. Easy to do and a primary focus of radio astronomy. The data collected can be used in the classroom to teach lessons on the Doppler Effect, Wave behavior, galactic velocity curves, and effects of gravity as well as other science topics. Many physics concepts can be taught in a highly engaging way by studying the concepts found in astronomy. Doppler effect, rotational motion, wave behavior, the EM spectrum are examples. The challenges to doing such lessons is the high cost of the telescopes and the challenges of collecting astronomy data during daylight hours. Plans for building and operating the radio telescope will be provided. Lesson plans for teaching the Doppler Effect via Red Shift/Blue Shift and for teaching how to work with galactic velocity curves will be included.

TAKEAWAYS:
Radio astronomy is done during class time as radio wave detection is not affected by daylight. Students will learn about the unique nature of galactic rotational behavior as compared to circular motion and planetary motion under Kepler’s Laws.

SPEAKERS:
John Clark (Volusia Online Learning: Port Orange, FL)

In Oklahoma, The University of Central Oklahoma and Oklahoma State University are working to prepare future STEM teacher/leaders by integrating Science Olympiad volunteering into each institution's pre-service teacher (PST) education programs. With partial funding through a grant from the Science Olympiad USA Foundation, the teacher education programs are partnering with the Oklahoma Science Olympiad (OKSciOly) to provide PSTs who serve as peer-mentors to OkSciOly member schools and Event Supervisors for OKSciOly tournaments as a part of their science education program expectations. The program goals are supported by prior studies that indicate that such a program could be associated with improving PSTs’ confidence, increasing opportunities for practicing skills in planning and assessment, and supporting intrinsic motivation associated with coaching Science Olympiad. We will describe the development and activities, and what we learned from PSTs and member schools about the experience.

TAKEAWAYS:
Attendees will learn how Universities and Science Olympiad can increase STEM education support to local schools and develop capacity within their pre-service teacher candidates to use Science Olympiad’s high quality, NGSS aligned science, math, and engineering experiences with their future students.

SPEAKERS:
Bob Melton (University of Central Oklahoma: Edmond, OK)

As teachers, it is important for us to understand how the brain works when students are learning. Brain science research has not been easy to transfer to the classroom setting. We are beginning to bridge the gap with real-world, classroom research. By joining this session, you will uncover some of the newest neuroscience/learning research and ways to use the information in your classroom. Retrieval practice, interleaving, spaced practice, and elaborate encoding are a few of the topics we will learn about. In addition, you will leave with plenty of short 5-minute tools you can use right away in your classroom, as well as a deeper understanding of the pros and cons of neuroscience research and classroom settings.

TAKEAWAYS:
Not all research is equal, especially when it comes to classroom teaching. This session will help you understand the research, it's strengths and limitations, and provide you with usable tools to start using right away.

SPEAKERS:
Kirsten Landry (Kent Denver School: Englewood, CO)

Students and educators must remain connected to, and motivated by, the elements of their world that not only spark curiosity and generate wonder but are real. Students care deeply about the environment, climate change, food insecurity, and sustainability. A sustainable and resilient future will only be achieved if we begin to make sense of these challenges in smaller, coherent investigations; starting in our science classrooms. An enormous piece of the sustainability puzzle lies within sustainable food systems. Food production and agriculture provide limitless opportunities for students to explore phenomena among the interactions of living things and the earth’s systems. Further, the practice of agriculture, since its origins, has been a continuous series of design challenges to cultivate nature for the needs of humans. This presentation provides a lens through which students and educators can find opportunities to spark inquiry and solve real-world problems.

TAKEAWAYS:
Educators will see successful examples of authentic phenomena and problems found within food and agricultural systems that are relevant to all students. We will demonstrate how all three dimensions of NGSS are used to make sense of these real-world phenomena.

SPEAKERS:
John McNamara (Wash. State Academy of Sciences), Brian Beierle (Relevant Classroom, a Division of Vivayic, Inc.: No City, No State)

Learn how one district moved from individual teachers' curriculum-based professional learning to adopting and implementing high-quality instructional materials in middle school classrooms district wide. Hear the story from different perspectives within our multi-tiered system.

TAKEAWAYS:
Practical guidance for moving your multi-tiered system forward with implementation of high-quality instructional materials.

SPEAKERS:
Richard Bacolor (Wayne RESA: Wayne, MI), John Tafelski (Assistant Superintendent: Allen Park, MI)

Since the beginning of the COVID pandemic, teachers have had to restructure how they teach. When schools closed, teachers were given multiple options and had to pick one. Many schools chose the Google Classroom option as it was the easiest for some schools to set up, but didn't allow for inclusivity with every student both in and out of the room. Using examples from my own Chemistry and fully virtual Applied Digital Skills classes, I will show how Microsoft Teams can give both the teachers and students a hub for all their presentations, notes, assignments, and even assessments. It allows teachers the ability to grade assignments and for students and parents to see those grades within the platform. It also allows for teachers to keep track of students' mental health and insights that can be shared with parents or councilors about students' habits on their computer. This may not be a science specific topic, but it works so well for managing a science classroom.

TAKEAWAYS:
Attendees will know how to use Microsoft Teams to host virtual lessons, create postings students can read and interact with, create and grade assignments, and how to check in with the emotional needs of students.

SPEAKERS:
Jill Elder (Assumption High School: Louisville, KY)

N/A

TAKEAWAYS:
Gain strategies and resources to support your evaluation and instructional coaching cycles.

SPEAKERS:
Zoe Evans (Bremen City Schools: Bremen, GA)

STEM educators often teach in traditional settings without exposure to innovative teaching methods. Traveling nationally or internationally can offer valuable insights into how other STEM educators use local experiences to teach. This session covers topics such as applying for national and international STEM professional development programs, benefits for educators and students, and strategies to broaden global perspectives through PBL. Participants will also learn how to apply for grants to fund classroom activities and potentially send students on the same experiences. The session provides practical examples and insights to empower participants to take action and apply their newfound knowledge in their communities. By attending, educators can enhance their teaching skills and create long-lasting lesson plans.

TAKEAWAYS:
Enhance teaching skills and knowledge in STEM subjects for better student learning outcomes with effective strategies and resources. Attend this session to discover the benefits of national and international educator study tours for professional development.

SPEAKERS:
Oktay Ince (Horizon Science Academy Columbus High School: Columbus, OH)

The population of Latinx students is rapidly growing in the United States, yet Latinas are underrepresented in STEM careers compared to their peers of other identities. This could be in part due to the deficit-based ideology that has historically been utilized when describing this group's success in academic disciplines. This presentation will highlight the findings of a recent qualitative study that asked Latina STEM undergraduate students to reflect on their sources of persistence in high school STEM coursework. The study participants’ responses were correlated with Yosso's (2005) “Community Cultural Wealth Model" to identify their unique sources of strength and persistence in STEM. The study findings will serve as the foundation for recommendations to be made for the implementation of equitable and asset-based shifts to promote Latinas’ persistence and success in STEM at the secondary levels.

TAKEAWAYS:
Using an asset-based approach, participants will engage in social justice-themed conversations to equitably encourage Latina high school students’ persistence in STEM coursework. Ready-to-use strategies will be featured to promote greater perseverance in STEM for Latinas.

SPEAKERS:
Nicole Vitello Lowell (Charles H. Barrows STEM Academy: North Windham, CT)

Have you ever wondered where to find Federal STEM education resources that can provide authentic learning experiences for your students? Come join many federal agencies including but not limited to: Dept of Education, NOAA, EPA, and NIH , to learn more!

TAKEAWAYS:
Teachers will learn what K-12 STEM learning resources are offered by federal agencies. In addition, teachers will engage in two-way conversations with federal representatives about the STEM resources, programs, and opportunities that are available. Educators will leave with a one-page resource guide.

SPEAKERS:
Rachel Crowley (NIGMS, National Institutes of Health: No City, No State), Jorge Valdes (U.S. Patent and Trademark Office: Alexandria, VA), Kayla Smith (National Oceanic and Atmospheric Administration: Silver Spring, MD), Patti Curtis (U.S. Department of Education: No City, No State), Melissa Anley-Mills (U.S. EPA: Washington, DC)

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)

Join us for a chance to learn about the value and how to implement K-12 STEM innovative programs with hands-on learning strategies utilized to motivate engagement. NSTA administered programs are included from: the Army Educational Outreach Program, NSTA Teacher Awards, Shell Science Lab Regional Challenge.

TAKEAWAYS:
Attendees will learn how to enhance student STEM engagement through the use of NSTA-administered programs.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA)

In this session, participants will consider the ramifications of climate fatigue on generations who are and will continue to be responsible for climate-affecting decisions as scientists and citizens as well as the means to apply social-emotional learning (SEL) to equip educators and students with hope. Participants will explore the benefits (for educators and students) of integrating SEL concepts and benchmarks with the NGSS throughout educator and student learning experiences. We will identify connections between and opportunities for educator- and student-led discussions, advocacy opportunities, and giving educators and students ownership and agency in their learning through utilizing their backgrounds, interests, abilities, and voice. Participants will have access to strategies and tools that support the integration of SEL within climate science instruction and overviews of instructional units that lend themselves to building climate optimism.

TAKEAWAYS:
Participants will leave with a set of strategies and tools to implement with regard to their own relationships with climate science, as well as those they can use with other educators and their students to shift toward hope and advocacy.

SPEAKERS:
Erin Lark (Kognity: Stockholm, 0)

A lab done in science classes leads students to discover that the force of a hanging mass can be offset by the force of a spinning mass, finding equilibrium between centrifugal force and gravity. Discover how that same physics principle used in astronomy applies to the rotation of the Milky Way and led to the discovery of Dark Matter. Students will compare their calculations for circular and planetary motion with those for the rotation of the galaxy as collected by radio astronomer’s plotting the movement of neutral hydrogen. How will your students react when they discover these calculations don’t match? Learn how to lead your students through a discussion of the world of radio astronomers who grappled with the same problem when their data did not align with the laws of physics. The explanation became a new field in cosmology – the study of dark matter and dark energy.

TAKEAWAYS:
Students will learn that galactic rotational motion follows different rules than either circular motion or Kepler’s planetary motion laws. This led to the discovery of dark matter.

SPEAKERS:
John Clark (Volusia Online Learning: Port Orange, FL)

Stars form in clouds of gas and dust in star formation regions, and follow sequences that end in their destruction. Plotting their changing physical properties on the H-R diagram shows their evolutionary progress. Plotting light curves on the H-D diagram determines instability regions as stars transition to the next stage. Stellar evolution provides the energy which drives the universe and determines its future. Nucleosynthesis creates the elements which will enrich the next generation of protostars and planets. The resources developed by UoL are a progression from understanding astronomical images to plotting stellar transitions through instability strips on the H-R diagram, to analyzing observational data with the same JS9 tools that scientists use to determine everything from the chemical composition of supernovas to determining whether a stellar core is a white dwarf or a neutron star. The JS9 investigations include links to the original research papers and archived data sets.

TAKEAWAYS:
All our knowledge of stars and galaxies is determined by spectroscopy -- the analysis of radiation emissions, including radio, infrared, optical, ultraviolet, gamma, and X-ray. Knowledge of spectroscopy is essential to understanding the processes producing the individual wavelengths.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

Content for our presentation includes: Opening-Introduction, History and Background of uBEATS, Highlights of the Program, Standards Alignment to NGSS and NCHSE, and a Canvas course walk-through Activity-In this activity portion, we will be taking a “Deep Dive” into uBEATS. We will preview a selected sample Freshman biology unit (Cellular Biology) and show specific modules that could be integrated into that unit of study (Cellular Structure and Function, Mitosis, and Cancer). The modules used in this preview will provide two different interactive activities that we will complete together while viewing them in the module. These modules will provide a review of core content, provide an extension to the core content, and bring in a career connection (Careers in Medical Imaging and Therapeutic Sciences). Closing-Register, Module Preview, social media, Podcast

TAKEAWAYS:
In this session, attendees will walk away with a clear understanding of what uBEATS is, how to effectively use this resource, and be fully prepared for implementation in their classrooms.

SPEAKERS:
Zuzi Greiner (Instructional Technologist)

Learn to design moments people will remember and experiences that can have immediate impacts by adopting a human-centered mindset. Human-centered design thinking lets you better understand people's needs, motivations, and concerns to create highly-effective learning experiences for teachers and students. Implementing NGSS and three-dimensional teaching and learning requires ongoing support and high-quality professional learning opportunities for all stakeholders in science education. This session will explore how strategies and methods found in human-centered design can be leveraged to create professional learning to address the complexities teachers face in shifting practices to meet the vision of A K-12 Framework and the three-dimensional pedagogy of the NGSS. These strategies will enable designers to create inclusive spaces and environments to enhance professional development. Likewise, these strategies can be used by teachers to facilitate the student sensemaking process.

TAKEAWAYS:
Participants will experience practical human-centered design processes, methods, and tools used to deeply understand the people they are looking to serve and to continuously innovate solutions. Participants will leave this session equipped with strategies to design impactful learning experiences.

SPEAKERS:
Abby Tolley (Learning Analyst), Brian Beierle (Relevant Classroom, a Division of Vivayic, Inc.: No City, No State)

STEM SAIL Ohio project team members will share how this grant-funded work is supporting science education in Ohio through focused regional partnerships. The discussion will include topics like: The Appalachian STEM Collaborative, a STEM Ecosystem that serves some of Ohio’s neediest students and has demonstrated exceptional growth in the wake of COVID-19. The DreamSTEM Educator Summer Externship Program, where teachers participate in business and industry activities and learn how those roles connect with their own content area. “STEM Stories” of teachers like Mark, a computer science teacher at an Ohio high school whose Game Design students are developing job training simulations for a local factory. Participants will see the immense value of cross-sector collaboration to advance classroom and workforce connections in STEM fields. They will be inspired to seek professional and industry connections to strengthen the classroom-workforce pipeline in their own schools and communities.

TAKEAWAYS:
Participants will learn about the STEM SAIL Ohio project from the perspective of program designers, STEM ecosystem partners, and Ohio educators. They will hear examples of activities designed to support teachers and student success, and will be encouraged to connect with their nearest STEM ecosystem.

SPEAKERS:
Sadie Norwick (TIES: No City, No State), Christa Krohn (Director of Learning Systems: , OH)

This presentation will include a description of the participants accepted by AEOP RESET, a breakdown of the components of the program, and an overview of the past cohorts of the program. The session will be divided into the following time sections: AEOP overview (10 minutes); RESET overview (10 minutes); examples from previous cohorts (10 minutes); information about how to join and obligations (10 minutes); and questions from the audience (remaining time). Research in the STEM content areas is vital to the success of our nation. In AEOP RESET, educators have an opportunity to participate in real-world research at Army research centers or with universities conducting research funded by the DoD. They then work collaboratively with other educators around the nation to create standards-aligned STEM unit plans. This program seeks to help educators answer the “when will I ever use this” questions that students are asking!

TAKEAWAYS:
The audience will leave with information about AEOP programs, specifically RESET. Attendees will receive information about how to become involved with the AEOP RESET program.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

As science educators, we often ask our students to make sense of phenomena that have a direct impact on human life such as hurricanes, floods, or wildfires. During this session, participants will explore free online modules which contain uncertainty-infused argumentation sets and interactive models that allow students to explore these events. Students’ work samples will be examined to see how their capacity for developing scientific arguments grows as they learn more about natural hazards. These samples include making claims from evidence, writing explanations that support their claims, and discussing the uncertainty of their explanations. The uncertainty discussions also include students’ evaluations of the models and data presented. This session is designed to introduce you to the modules and demonstrate how using them can strengthen your teaching and deepen student understanding of natural hazards through modeling and argumentation.

TAKEAWAYS:
Participants will explore a series of simulations designed to deepen students’ understanding of natural hazards. They will create a free account to access these simulations and associated curricula. An emphasis on the practices of modeling and argumentation will be used as part of the sensemaking process.

SPEAKERS:
Stephanie Harmon (PIMSER (KY): No City, No State)

STEM Career awareness has been done in many ways, as has STEM experiences. Students doing research projects is not new, nor is having mentors. What IS novel is how a coordinated effort to move students from career awareness to interest, to proficiency, through doing research in a mentored and well-resourced environment with extensive Teacher PD at the core, really results in 89% of the students choosing a STEM career. Based on a 12-year case study, the combination of intentional (teacher/student) support centered around a specific STEM career has outcomes tracked in a free online database. This presentation will share the formula, coach teachers to create their own implementation plan during the session, and offer web access to the free online database so teachers/students can track their own progress and benchmark it to aggregated anonymous data of others doing similar programs. Teachers are able to pull/share a PDF report of their own outcomes and as compared to others.

TAKEAWAYS:
Participants will leave with a written plan for their chosen career focus and lists of resource suggestions to help implement this program locally, as well as access to an online data tracking system where they can benchmark outcomes and receive tabulated reports at no charge.

SPEAKERS:
Jill Ott (Science Coach: Saint Louis, MO)

STEM Education in rural areas needs to meet students where they are at, not push progress and advancement by utilizing non-relatable curriculums and extensions. Rural community culture needs to be recognized and respected as well as incorporated into STEM learning in order to achieve the most beneficial outcome for the student. The GO STEM Mobile Maker Lab is using & developing curriculum influenced by students and supported by teachers to elevate rural STEM Education.

TAKEAWAYS:
Awareness and insight into exploratory STEM education methods and tools designed to enhance classroom experiences.

SPEAKERS:
Kyle Koyle (GO STEM: La Grande, OR)

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)

We will explain how interdisciplinary collaboration between Westminster College’s education and science departments led to hosting a STEAM Night for the community. Our goals were to generate an active-learning opportunity for college students to learn and implement teacher pedagogy, appreciate the basics of STEAM concepts, and use soft skills necessary for their future careers. To accomplish this, college students created STEAM stations so elementary students could learn STEAM concepts and build a love for science! During this session, we will focus on developing and implementing this service learning project entitled “STEAM Ahead!” Attendees will participate in one STEAM station, and discuss ways to incorporate service learning that promotes STEAM education. Through interactive discussions, we hope teachers can learn from our experience as we continue to learn from a community of educators.

TAKEAWAYS:
Attendees will learn how to design a service learning project that facilitates interdisciplinary collaboration between education and science departments. We will identify key stakeholders and potential pitfalls in planning a STEAM Night for the community.

SPEAKERS:
Matt Howell (Assistant Professor: Fulton, MO), Johanna Morrow (Assistant Professor of Biology and Environmental Science: Columbia, MO), Tami Ensor (Westminster College: Fulton, MO)

Findings from this qualitative narrative inquiry that explored the lives of six women participants in an indoor agriculture associates in applied science (AAS) program in the United States, tell the stories of their memorable science experiences. The narrative process of restorying the women’s memorable science experiences gave voice and agency to their lives and provided perspective on the lives of women who have persisted and succeeded within the newly emerging STEM field of indoor agriculture. Narrative threads that emerged from the women’s stories included family and school influence, their pivotal and transformational participation in the indoor agriculture AAS program, and a theme of identity around science identity construction. Concerning their participation in this narrative inquiry process, the women conveyed appreciation for the opportunity to reflect upon and give voice to their memorable science experiences while making sense of their lives in the process.

TAKEAWAYS:
Gain viewpoints into the lives of women who have persisted and succeeded in the newly emerging STEM field of indoor agriculture, better understanding the themes of family and school influence, pivotal and transformational experiences in indoor agriculture, and science identity construction.

SPEAKERS:
Dr. Kim Kolasa (Assistant Vice-President, Partnership Development)

In 2019, The Louisiana Department of Education was awarded an Education, Innovation, and Research(EIR) grant titled “Improving Pre-Engineering and Computer Science Education through Micro-Credentials”. As one of very few EIR grants awarded to a state education agency, we have had the opportunity to blend both research and practice through multiple lenses as we engage teachers and students across our state. The project has served as a mechanism for the research team to examine how job embedded professional development impacts the practices of our teachers, the content delivery in our classrooms, and its effects on student learning. We plan to share key take aways, including insights into the writing and revision process, how the series took shape over time, and preliminary outcomes from the qualitative measures utilized. This may be of interest to participants considering portfolio based assessments as a means of improving professional learning within their own context.

TAKEAWAYS:
Attendees will gain insight from the perspective of a state agency into the process and key learnings from a four-year project focused on portfolio-based assessments in STEM.

SPEAKERS:
John Underwood (Louisiana Department of Education: No City, No State)

This session will consider current learning models, instructional strategies, and professional development opportunities to support growth in STEM and innovation. In sharing my experiences as a K12 science teacher and department leader, I hope to stimulate conversation, collaboration, and networking to support each other as we work to move STEM education forward. Methods will progressive learning, PBL, and teacher-designed professional growth experiences. This session will be a hybrid session that will include both presentation and discussion.

TAKEAWAYS:
We will connect and engage in critical conversations about our experiences as science teachers and leaders to imagine a path for growing our scientific future. Attendees will leave with new ideas, connections, and vision for the future.

SPEAKERS:
Tara Bonebrake (The Summit Preparatory School: Springfield, MO)

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)

Since the early 2000s when the NSF coined the acronym “STEM” to increase attention and national investment in science, technology, engineering, and mathematics, the “S” in STEM provided the foundation for the accompanying “TEM” disciplines. The pandemic exposed the need for increased public literacy around biomedicine, paving the way for an additional “M” (medicine) in STEM. Building a successful STEMM ecosystem includes increasing access to biomedicine across disciplines to advance equitable access for all students. Campuses and/or districts must reach consensus on the action plan for transdisciplinary STEMM curricular development. At BCM, we developed a 3-day STEMM Planning Institute for K-12 campus teams (administrators, support staff, and key educators) aimed at creating, building, or restructuring STEMM programs. This presentation will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation.

TAKEAWAYS:
This presentation will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation for K-12 school campuses and districts.

SPEAKERS:
Matthew Blank (Assistant Professor: Houston, TX)

This presentation outlines a summer research program for high school students that integrated social-emotional learning with STEM research methods. Due to the impact of remote learning during the pandemic, students lost opportunities for rich science research experiences out of school, which impacted their interest in science and engineering. The 8-week summer program included an internship at a university research lab with practicing scientists and engineers, with daily opportunities for SEL activities, such as mindfulness strategies, goal setting, collaboration, communication, and feedback on specific 21st-century skills using a job readiness rubric. The program culminated in students presenting research posters to a community of faculty, students, and parents, which allowed them to communicate scientific research in a formal setting. We share the program development, implementation, and key outcomes related to self-efficacy, 21st-century skills, and science research skills.

TAKEAWAYS:
How to develop a program that engages students in authentic science and engineering research while explicitly incorporating SEL strategies.

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

The purpose of this program is to develop an understanding of the problem of gender disproportionality as it impacts enrollment in advanced STEM courses. Quantitative and qualitative data will be reviewed along with the foundation for the development of models and intervention strategies school districts can develop to begin to reverse this trend. Advanced Placement Physics-C Potential was used as a factor to determine which female students to target for intervention, with the anticipated result being a more proportional enrollment in the targeted advanced STEM course. The research revealed that an encouraging message from school counselors, teachers, and peers, delivered along with awareness of individual AP Physics-C Potential, can promote an increased level of female student enrollment in advanced STEM courses such as AT or AP Physics and reduce the phenomenon of gender disproportionality which precipitated this study.

TAKEAWAYS:
Research-backed models of intervention to reduce gender disproportionality will be presented, along with strategies for implementation by school districts.

SPEAKERS:
Richard Stec (West Windsor-Plainsboro High School: Hamilton, NJ)

Activity – Minerals needed to power an electric vehicle and where they are mined 1. Discussion on some of the critical minerals for the green economy & how/where they are mined and provide resources to teachers to assist them in presenting this information: • Jobs of Tomorrow Video Series (https://media.smenet.org) • Minerals Education Coalition website • Educational activities and MEC Mineral Baby (minerals needed in a lifetime) and MEC Minerals Needed Each Year graphics • USGS listing of where minerals are mined (USGS Commodities Summaries) 2. Discussion on the wide array of exciting work available in the minerals industry and related resources including: a. Minerals Education Coalition website free resources about careers, including handouts, activities, videos and PowerPoints, and b. MEC new career-themed activities and new publication of information about related careers. Careers to be discussed include: • Mining Engineer • Geological Engineer • Metallurgist • Geologist

TAKEAWAYS:
Innovation, artificial intelligence, and technology are all modern mining and minerals industry hallmarks. One of the safest and most lucrative engineering careers today; mining professionals solve problems from project management to meeting mineral demands.

SPEAKERS:
C Dale Elifrits (Northern Kentucky University: Highland Heights, KY)

The presentation begins with an introduction to our NIH interdisciplinary initiative followed by an overview of the unit. This phenomenon-based unit is composed of 6 3D lessons aligned with the NGSS. Participants will engage in various science and Nature of Science activities focusing on how to support students in developing informed views about science. Presenters will share examples of actual student work, teacher feedback and other relevant artifacts. Activities include interactive Jamboard on living and nonliving things exploring viruses, sharing what students from our study know about coronaviruses, tackling the misconception of "COVID-19 is just the flu", and modeling viral spread using a simplified mathematical model for high school. Finally, examples of actual student’s public health reports connecting wastewater surveillance to community decision making will be showcased. The presentation will end with a discussion on adoption considerations for others and future improvements.

TAKEAWAYS:
Engage in a series of interdisciplinary 3-D lessons on science, technology, and public health using relevant phenomena like COVID-19, water quality, & wastewater treatment. All supporting documents and activities will be shared with the participants. Examples of student artifacts will be showcased.

SPEAKERS:
Sagan Goodpaster (University of Kentucky: Lexington, KY), Jeff Chalfant (Missouri University of Science and Technology: Rolla, MO), Sahar Alameh (University of Kentucky: Lexington, KY)

The GISP2 H-Core was collected in 1992 adjacent to the Greenland Ice Sheet Project Two (GISP2) drill site. The GISP2-H 125.6-meter firm and ice core is a record of 430 years of liquid electrical conductivity and nitrate concentrations. The liquid electrical conductivity sequence contains signals from a number of known volcanic eruptions that provide absolute dates. The terrestrial and solar background nitrate records show seasonal and annual variations and unique events. Several major nitrate anomalies within the record do not correspond to any known terrestrial or solar events, and there is compelling evidence that some nitrate anomalies within the GISP2 H-Core could be a record of supernova events. This investigation provides participants with a better understanding of the scientific process of analyzing data, developing models, constructing knowledge, and defending the results. Sometimes there is no answer key. This investigation is closely aligned with NGSS cross-cutting concepts.

TAKEAWAYS:
In constructing knowledge, there is no definitive answer, only plausible conclusions based on constructing, analyzing, and comparing data and research from multiple disciplines. This investigation provides a better understanding of the scientific process of developing models and defending results.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

OPENING: Define 'green school'; Introduce pillars; Provide examples; “Green Lens” Evaluation: Attendees rate their school for each pillar. 'Challenges' reflection for incorporating green schools practices. WHOLE-SCHOOL SUSTAINABILITY (WSS) & SHOW-ME GREEN SCHOOLS: Define WSS - work within campus, curriculum, culture. Show-Me Green Schools explained with video testimonials: Green Schools Quest (student-driven, project-based contest; community mentors assist lead teacher with project development & implementation); Missouri Green Schools (annual recognition for systems approach to WSS; roadmap for achievement); U.S. Depart. of Education Green Ribbon School Award (national award for demonstrated excellence & innovation of designated pillars); Green Schools Network BENEFITS: Increased job satisfaction, student engagement & achievement, better health for school community, social-emotional well-being; ADDRESSING CHALLENGES: Team development, staff collaboration, whole school support; CLOSING: Programs in US.

TAKEAWAYS:
Attendees will learn what green schools are and how they benefit students, staff, and administration. Participants will walk away with some ideas for getting started, addressing common challenges, and connecting with green school teams in their state.

SPEAKERS:
Traci Jansen (Kirkwood School District: KIRKWOOD, MO)

In this presentation, we will be reviewing how our district has built a STEM Pathway program that has developed a community of STEM learners and led to the creation of programming opportunities both inside and outside of the classroom that builds knowledge of STEM careers, foster STEM skills, and ultimately begins to create a community of real-world problem solvers. In addition to discussing the programs, we will discuss how we have leveraged community resources, how the program has branched out to create other unique STEM opportunities for our students and has ultimately allowed us to close the gender gap for STEM in our schools, reach our diverse population, and promote our founding belief that STEM is for all.

TAKEAWAYS:
Attendees will leave with resources and tangible ways to build a STEM community and provide a variety of opportunities for all students to participate and deepen their understanding of the STEM field.

SPEAKERS:
Kelly Curtiss (Coordinating Supervisor of Mathematics, Computer Science, and Business: Parsippany, NJ), Rachel Villanova (Parsippany-Troy Hills Township Schools: Parsippany, NJ)

The presentation will cover the basics of high-altitude ballooning as done at Fort Hays State University. Attendees will be introduced to the FHSU website that we use with school groups who contact us to help with their launch. These cover physics and chemistry involved in launching a balloon, the FAA rules, where to find materials, tracking and recovery systems, designing an experiment, and processing data. We will also introduce the teachers to the technology that can be flown to collect data which includes cameras, data loggers, and how to make and code data collection devices with Arduinos. The presentation will include information about NASA resources on high altitude ballooning. We will also share the high school curriculum developed by Shepherd-Adams that she uses in her classroom for an aeronautics CTE course. Examples of student projects and presentations will be presented. The project aligns with NGSS standards related to engineering, earth and space science, as well as physi

TAKEAWAYS:
Learn how to prepare and launch a high-altitude balloon that integrates science and engineering.

SPEAKERS:
Cheryl Shepherd-Adams (Teacher: Hays, KS), Paul Adams (Fort Hays State University: Hays, KS)

This presentation will focus on how our STEM education center educated students and the public about the upcoming solar eclipses. Presenters will share how the Center incorporated sensemaking through the phenomenon of solar eclipses by engaging students with the SEPs of modeling and constructing explanations. The outreach will primarily focus on standard MS-ESS1-1, but the goal of the outreach aligns with the goals of the Framework to educate all students in science and engineering and to provide foundational knowledge for our future scientists, engineers, technologists, and technicians. Attendees will engage in an activity that they can share with their classroom in order to safely view the 2024 solar eclipse, including the creation of a solar eclipse viewer. Presenters will also share teaching strategies that make use of modeling and online simulations for eclipses. Time will be included for participants to share their own ideas of effective solar eclipse teaching strategies.

TAKEAWAYS:
Educators will take away ideas for educating their classes about eclipses and ideas for educating the public on what causes eclipses and how to view them safely. This information will be a result of our STEM education center's eclipse outreach and its effectiveness.

SPEAKERS:
Alice Steimle (Director: University, MS), Christian Clark (University of Mississippi: University, MS)