Dr. TaShara Bailey, University of Maryland, Baltimore, Dr. Gia Grier McGinnis, University of Maryland, Baltimore*, Sequoia Wright, University of Maryland, Baltimore

The UMB CURE Scholars Program is a year-round, holistic STEM and healthcare pipeline program for West Baltimore middle and high school youth. Scholars enter the program at 6th grade and continue through the end of high school. CURE provides afterschool and summer programming, and annual STEM exposition fair, as well as social-emotional support and parent and community engagement through its social work program. High school scholars participate in paid summer internships in partnership with Baltimore City's summer employment program. As the oldest scholars are now juniors, we seek to design a culminating project-based capstone experience ending in their 12th grade year that would allow them to synthesize their work from the prior six years of effort through a Design Thinking Framework. Ultimately, we ask the questions, "What does it mean to "graduate" from the CURE Program?" and "What knowledge and skills do they need to demonstrate readiness for STEM/healthcare college and career programs?"

Megan Cole, Emory University; David Lynn, Emory University; Tracy McGill, Emory University; Kate McKnelly, Emory University; Rebecca Shetty, Emory University

The LA Leadership Development Program at Emory University is designed to develop students' interdisciplinary STEM thinking, identities as leaders, and leadership practices rooted in Emory's student leadership philosophy. Students who are selected as undergraduate laboratory teaching assistants, LAs, and peer mentors in select chemistry and biology courses are required to participate in this semester-long program. Students participate in a pre-workshop facilitated by chemistry and biology faculty and the Office of Student Involvement, Leadership, and Transitions, and students will complete weekly exercises that focus on leadership development. The program will culminate with a capstone presentation where students will demonstrate their leadership development.

Lisa Lewis, Albion College; Kathryn Miller, Washington University in St. Louis; Gary Reiness, Lewis & Clark College; Jim Swartz, Grinnell College

This workshop is designed to train faculty in implementation of socially-relevant modules that convey foundational concepts in introductory STEM courses as part of motivating, engaging, promoting the success of, and retaining students. Participants will create a product to implement themselves and be equipped to present the workshop to others.