We will share the collaboration between Westminster College and local elementary schools to enhance the learning of science. At Westminster, we conducted a STEAM Night for the local elementary schools. Education and Science majors teamed up to create stations that covered science topics such as structure & function, force & motion, the engineering design process, the structure of DNA, botany, art & geometry, and robotics. Elementary students and their families participated in hands-on experiences to reinforce science concepts taught in the classroom. Our poster shares the benefits of collaboration that provide learning experiences which students may not have in the classroom. Not only do these activities have benefits for elementary students and their teachers, but it also gives college students experience in how to work with children and conduct impactful science lessons. This experience creates opportunities to build bridges between schools and colleges to learn STEAM together.

TAKEAWAYS:
Science education can be transformed through partnerships between colleges and schools. Elementary teachers sometimes lack time to focus on the subject of science. Colleges can collaborate with schools to give students science learning experiences they may not get otherwise.

SPEAKERS:
Tami Ensor (Westminster College: Fulton, MO), Annette Ramirez (Preservice Teacher/Student: No City, No State), Courtney Street (Student: No City, No State)

For many students, an undergraduate general education life science (GELS) course may be the only one where they are exposed to scientific reasoning at the collegiate level. In order to contribute to a scientifically literate and informed society, the Interactions in General Education Life Sciences (IGELS) project aims to engage students in reasoning skills around topics that are highly relevant to students. We describe the goals and activities of IGELS and provide preliminary results of our survey of GELS instructors that assesses their current knowledge and implementation of the “Vision and Change” (AAAS, 2009) framework in their courses. These data will inform our future activities to provide faculty development and develop curricular models that support reasoning and relevancy in GELS courses while implementing principles of “Vision and Change.”

TAKEAWAYS:
Attendees will be able to describe the mission of IGELS and envision how future projects can assist educators in increasing reasoning skills in learners in ways that are relevant to their lives.

SPEAKERS:
Heather Rissler (North Iowa Area Community College)

In 2014 Girls Building STEAM was concieved after attending an ISTE presentation. The goal was to do short, fun activities that girls could continue at home, like melted crayon art, air pressure games with cheeseballs, and MAKER activities. Once a month 30 minute meetings grew into weekly 1 hour meetings and stand-alone ideas grew into year-long projects. Along the way, a group of girls took charge and began leading, assisting in grant writing, planning, and teaching. We created a successful year-long fashion program that taught fashion design, jewelry-making, art, and more to bring attention to environmental issues in South Florida. In this session we will share our day plans, month plans, and year plans. You will hear from students and student leaders about why this program is important, and how it has enhanced their learning in school and guided their choices for the future.

TAKEAWAYS:
Attendees will gain insight on how to start, maintain, and succeed with a student-led club that helps build young ladies into leaders. You will hear from current students and mentors who discovered their love of STEAM, and are now motivated to get others hooked on the fun and learning.

SPEAKERS:
Nancy Penchev (Scheck Hillel Community School: Miami, FL)

This poster focuses on the study that aims to investigate the effectiveness of gamification in science classes for exceptional learners, specifically those with emotional behavioral disorders (EBD) and autism spectrum disorder (ASD). The study seeks to determine if gamification can increase engagement in science classes for exceptional learners, identify methods for incorporating gamification, identify the specific components of lessons that can be gamified, and measure the level of engagement of exceptional learners in science classes. The study includes 11 exceptional learners from a Title 1 alternative school in Florida. The participants come from diverse socioeconomic backgrounds, including some designated as homeless and living in group homes. The majority of the participants are male and African American. The study highlights the importance of engaging exceptional learners in science classes to improve their academic performance and prevent negative attitudes towards education.

TAKEAWAYS:
Using gamification in science classes can increase exceptional learners' engagement and interest in science. Educators can use the study's insights to gamify specific components of science lessons and improve engagement, which can aid in closing the achievement gap for exceptional learners.

SPEAKERS:
Lacie Conner (ESE Science Teacher, EBD)

This poster will demonstrate the process of creating a Missouri Western State University node for pre-service science teachers affiliated with NSTA. It will include the components as outlined in the “Students Chapter Procedures Guide” from NSTA, as well as the Recognized Student Organization guidelines under the Student Government Association at MWSU. Chapters include a mission statement, by-laws or constitution, and a faculty advisor. Students presenting this poster will also highlight how applied learning at the state designated university compliments the goals of NSTA student chapters.

TAKEAWAYS:
Students struggle with advocating to bring their classroom learning to the community to foster change. One of the primary challenges is where to start. From this Poster Session, faculty and students will learn the starting points of beginning their own chapter at their respective institution.

SPEAKERS:
Ollie Bogdon (Missouri Western State University: Saint Joseph, MO)