This study aimed to understand how a STEM course and immersive environment improved pre-service teachers’ self-efficacy and motivation to implement STEM. Self-efficacy and motivation were measured using the proposed tool before and after they attended a semester-long course centered around engineering design activities, research, and pedagogy over three years. Additionally, post-graduation data was collected as pre-service teachers entered the first three years of their teaching careers. Findings suggest that a course focusing on combined research, pedagogy, and modeling in an immersive environment improves motivation and self-efficacy and carries over into a career. However, motivation and efficacy diminish as post-graduation time increases. Implications from this study could improve professional development design and practice. Lastly, this research can inform EPPs, practitioners, stakeholders, researchers, and policymakers about how to motivate classroom teachers.

TAKEAWAYS:
A STEM course focused on research, pedagogy, and modeling in an immersive environment improved STEM efficacy and beliefs of pre-service elementary teachers that carried over into careers. However, motivation and efficacy diminished as post-graduation time increased.

SPEAKERS:
Shannon Dadd (Troy University: Troy, AL)

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)

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)

The Science Education Dept. at Harvard University conducted a nationwide study over the course of three semesters, of the strengths and weaknesses of STEM and teaching knowledge of preservice educators who will soon enter the STEM teaching workforce. By examining pre-service teachers’ experiences before and during their preparation program, we’ll share our findings about experiences that optimize teacher knowledge for effective science teaching. The study also characterizes two essential types of teacher knowledge: 1) subject matter knowledge; and 2) pedagogical content knowledge concerning the common preconceptions and misconceptions held by learners, reflecting stages in student learning progressions. This research helps identify promising features of undergraduate PST programs for future implementation.

TAKEAWAYS:
Attendees will learn what factors impact preservice teachers’ interest in teaching, the status of teacher education programs, and what are the strong and weak content knowledge areas of preservice science teachers, including the prevalence of learning about students’ misconceptions.

SPEAKERS:
Gerhard Sonnert (Harvard College Observatory: Cambridge, MA), Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

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

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

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)

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)

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 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)

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)

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)