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 poster will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation.

TAKEAWAYS:
This poster 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)

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)

Although there is extensive dissemination of the research and results obtained from deep-sea cores within the scientific ocean drilling community, less focus has been placed on the lives and experiences of those carrying out the research, including scientists, technicians, ship’s crew, and shore-based staff. This project documents the stories of those that have sailed on and supported scientific ocean drilling expeditions through a collection of audio narratives that showcase what goes beyond the “science” part of science at sea. By highlighting the human aspect of ocean expeditions and emphasizing the experiences of those involved, we make the field accessible to those who may have previously felt uninterested, disconnected, or alienated. We are also seeking feedback from educators in terms of what additional supporting materials (eg: images and maps, scaffolds, formative and summative assessments) should be added to the project to maximize the benefit to all students.

TAKEAWAYS:
Free multimedia classroom resources, including audio narratives from the people involved in scientific ocean drilling and associated activities and worksheets, allow students to interact with the people who participate in complex science and engage in sensemaking about geoscience concepts.

SPEAKERS:
Maya Pincus (Columbia University / U.S. Science Support Program: Palisades, NY)

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)

Discussion of culture is often missing in garden-based education. To share and validate the interests of our culturally diverse students, we will delve deep into the significance of culture as it relates to food and gardens and also as it relates to the diverse populations with whom we work. Through student voices and examples we will share the principles of culturally responsive garden education that honors diversity and inclusion. Join us as we explore ways to celebrate and center culture through garden-based learning. School gardens have many benefits for students which include helping students make nutritious choices, encouraging students to be environmentally conscious, and providing experiential learning. Research shows that students who participate in garden-based science curriculum score significantly higher on science achievement tests than students in a traditional classroom-based control group. This garden-enhanced achievement benefits both boys and girls equally.

TAKEAWAYS:
By their nature, gardens embody diversity. Garden education is increasingly recognized as an interdisciplinary approach that integrates academic goals, health and wellness, place-based education, and community connections and relationships.

SPEAKERS:
Lindsey Noonan (Topeka Public Schools USD 501: Topeka, KS), Rhonda Gadino (Topeka Public Schools: No City, No State)

This poster presentation will use the Krebs Cycle of Creativity as created by Dr. Neri Oxman as a framework for a new approach to interdisciplinary sciences. I will explore the intersectionality of art, science, engineering, and design. This will include how the synergy between these disciplines creates opportunities to study how art and design affect our behavior, how design and engineering impact utility, how engineering and science creates knowledge, and how science and art portrays information. I will use examples from my own classes to highlight how the Krebs Cycle of Creativity can provide a new lens to view interdisciplinary teaching in the science discipline. This will include examples of projects, teaching materials, and student samples. Visitors will leave with a tangible understanding of how their school can move away from the siloed STEAM approach and move towards a more holistic approach that connects the many different disciplines of science.

TAKEAWAYS:
Visitors will leave with a new lens to view interdisciplinary science teaching including examples of projects, teaching materials, student samples, and a tangible understanding of how their school can move away from the siloed STEAM approach and towards a more holistic take on teaching science.

SPEAKERS:
Adam Vorel (6th Grade Science Teacher: Webster Groves, MO)

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)

A really fun component of my virology course is virus structure. The first time I taught the class ('21), I gave the students a guided tutorial on how to build a viral capsid using very fancy online software. Students really enjoyed this activity, however, they found difficulty understanding the different axes of symmetry that viruses use to create a capsid shell. Therefore, during the second iteration of the course ('22), I created a paper-based icosahedron (a typical shape that viruses use) folding activity so students could orient themselves with a model before doing the more complex online computational building component. This was such a hit that I am currently working on a case study for publication with a student on this activity in particular. For the third iteration of the course ('23), students printed 3-D models of their viruses that truly enhanced learning for this work. I would present overviews of the activities as well as detail the progression of the course.

TAKEAWAYS:
In an effort to facilitate a complete understanding of viral 3-D structure for the development of antivirals and vaccines, students conduct origami paper-folding activities as well as 3-D printing to complement the more rigorous computational methods used in the classroom.

SPEAKERS:
Lawrence Tartaglia (Teaching Assistant Professor: Bethlehem, PA)

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)

Coaching Science Olympiad 30+ years and my science teaching cousin still a rookie, we offer tips and tricks on team startup or management. Join us to hear how I took a tiny Nebraska school to win B and C Divisions at Regionals my first year at Arcadia. Having been a veteran coach at four public schools, this amazing educational science event molded careers for my students, cousin, and four children. My cousin started a team in western Nebraska which added travel challenges across our state. We will share ideas on how to manage 2 teams of 30+ students to compete in 24+ events that coaches rarely get to see. Nebraska coaches often make tests for 2 events in 4 time slots to judge. Balancing team preparation and meeting NGSS/state science standards is a challenge while teaching a full day with 3-7 preps. The NE Director asked me to mentor more S.O. coaches so here we are. Teachers will be enlightened with a poster, slide show, paper examples and 3-D visuals to help coaches find success.

TAKEAWAYS:
Attendees will gain ideas to start their own Science Olympiad Team/s. How to select students for various events to earn team points in each, make user-friendly maps with schedules, reminders and information students can follow, and build unity by wearing team designed school shirts .

SPEAKERS:
Marie Wadas (Arcadia Public School: Arcadia, NE)

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 National Institutes of Health (NIH) has a clearinghouse of free STEM education resources covering a wide range of health and biomedical research topics for students in grades K through 12. On science.education.nih.gov, you’ll find links to great content from NIH, as well as materials developed through our education grants. The National Institute of General Medical Sciences (NIGMS, part of NIH) has created a section of its Biomedical Beat blog called the Educator’s Corner (biobeat.nigms.nih.gov/educators-corner) with a collection of carefully curated blog posts designed to align with existing NIGMS science education resources, such as its Pathways collection for middle and high school students. You’ll find tools and ideas to enhance lesson plans, building upon existing science education material that’s already available at no cost. We hope these websites will be useful tools to bring STEM materials into the classroom and to encourage students toward health science careers.

TAKEAWAYS:
The National Institutes of Health has a wide range of free curriculum resources for teachers in the health science space. Materials vary from online interactives, Kahoot! games, and blog posts, to free printed magazine copies with teacher guides. Find them all at science.education.nih.gov.

SPEAKERS:
Rachel Crowley (NIGMS, National Institutes of Health: No City, No State)

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)

NASA’s UoL STEM program connects the public to the discoveries, scientists, engineers, and educators working with astrophysics missions, such as Hubble, Chandra, Spitzer, GALEX, Fermi, Swift, and JWST. The program includes a nationwide network of partners who share and develop resources. The UoL projects and events are designed to inspire engagement and learning with STEM materials to promote science literacy. All materials are free and excellent astronomy resources for STEM education programs. One of the UoL STEM partners is the National Science Olympiad (NSO), a national non-profit organization dedicated to improving the quality of K-12 science education, increasing interest in science for all students, and creating a STEM-literate workforce. The UoL program supports NSO space science events, and all materials are freely available from the UoL or the NSO websites. Other UoL partners include AstroViz, Planet Search, STEAM, MicroObservatory, Planet Watch, and View Space.

TAKEAWAYS:
NASA’s UoL team connects the public and learners to data, discoveries, and experts from NASA’s Astrophysics missions. The team of scientists, engineers, and educators have direct connections to these missions, and provide a range of projects and interactive activities for any educational setting.

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

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)

Basic bioinformatics tools are becoming increasingly important in biological sciences. Students (and researchers) need to become more comfortable with the use and interpretation of the resulting data. This case study introduces students to basic bioinformatics tools such as BLAST and ClustalOmega to compare and identify 12S rRNA sequences obtained from putative Yeti artifacts. The research is based on work published by Bryan Sykes (Sykes et al., 2014) investigating such artifacts. The story that is provided introduces the bioinformatics tools in the context of a research expedition and the reader acting as the researcher of the data analysis and interpretation. Supplemental materials are provided for a background in DNA sequencing and a basic introduction to the BLAST algorithm using a word search approach. The four-part case study introduces students to the concept of BLAST searches looking at sequence alignments, performing alignments, and interpretation of the resulting data.

TAKEAWAYS:
The worksheets presented direct students through an introduction to DNA sequencing technology and the use of such technology to identify and understand environmental samples. The 4-part worksheets can be used in classroom or laboratory settings, and were generated for an introductory biology course.

SPEAKERS:
Keith Johnson (Bradley University: Peoria, IL)

Visualization of biological macromolecules is a powerful educational tool to illustrate and explore the connection between structure and function. However, many educators are unfamiliar with the vast amounts of bioinformatics and 3-D structural data, and the rapidly evolving tools available for exploring them. Learning to use these data and tools, then developing suitable lessons focused on structure-function relationships, can be time-consuming and challenging. The “Box of Lessons” resources were designed to engage students and educators alike in the exploration of biological macromolecules integrating chemical and biological perspectives. Videos and learning materials lead users through the resources while ready-to-use worksheets provide opportunities to assess learning. The modular nature of the resources allows educators to use all or part of the resource to fit the need of their course while providing an avenue for adaptation of the resources to fit the desires of the educator.

TAKEAWAYS:
The materials accessible through the "Box of Lessons" provides educators with ready-made resources to be integrated into the classroom or laboratory. The resources are modular, allowing flexibility, and are editable, allowing customization of the materials -- both allow educators flexibility.

SPEAKERS:
Keith Johnson (Bradley University: Peoria, IL)