STEM learning activities have been shown to increase student engagement (Fredricks et al., 2003) and learning (English, 2016). Because we are currently experiencing huge growth in STEM fields, we need to grow student interest in future STEM careers. STEM careers, which combine aspects of science, technology, engineering, and mathematics, are growing exponentially (American Association for the Advancement of Science, 2021; Ramaley et al., 2005; Scott-Parker & Barone-Nuget, 2019). To be globally competitive in a technologically diverse society, educators and policymakers aim to build scientific and mathematically literate students who are prepared for integrated STEM career fields. Employers not only need future employees to be literate in math and science, but they also need students to develop creativity and critical thinking skills; these are skills that cannot be replaced with computer or robotic technology. Development of student interest in STEM is critical for future generations.

TAKEAWAYS:
Teachers and administrators will see how the incorporation of STEM activities can be used to increase student engagement and excitement in the classroom. Lesson plans and connections to science and math standards are included.

SPEAKERS:
Leslie Sauder (Northern State University)

Attendees will learn techniques and strategies for incorporating scientific sketching and nature journaling into students’ science notebook routines by engaging in the activities themselves. Materials and natural physical specimens will be provided for journaling and sketching activities. Student examples and free resources will be shared. This workshop is appropriate for all K-12 teachers and informal science educators.

TAKEAWAYS:
Attendees will be introduced to, and participate in, several nature journaling activities from the free John Muir Laws "How to Teach Nature Journaling" book, as well as receive some scientific sketching guidance from the California Academy of Sciences. Special attention to integrating math will be included.

SPEAKERS:
Dana Atwood-Blaine (University of Northern Iowa: Cedar Falls, IA)