Spring leads summit
Saturday, March 21, 2026
8:30 am - 4 pm
Location: Wake Forest School of Medicine, Winston-Salem, NC
Keynote Speaker
Dee Lanier is the author of Demarginalizing Design and co-author of The Promises and Perils of AI in Education. He is also teh creator of the design thinking educational activity called Solve in Time! As Lead Education Experience Designer at Lanier Learning, Dee empowers organization leaders, educators, students through innovative technology and design. With a strong background in sociology and over two decades as an educator, Dee is a sought-after speaker, author, and coach who inspires educators to transform learning communities into creative and collaborative learning spaces.
Call for Proposals
Deadline for Submissions: January 19, 2026
Submissions should focus on at least one of the following themes:
- Al - Promise and DPI Framework
- Research to Practice
- Community Connections
Proposals are requested for one or more of the following
- Poster Presentation (10 min)
- Paper Presentation (15 min)
- Ignite session (3 min presentation). This is a 3 minutes long presentation with 5-10 slides and with the slides advancing automatically, forcing speakers to speakers to be concise and focused in delivering their message.
- Interactive Session (50 min)
Accepted proposal will be notified no later than February 6th.
Agenda
| 8:30 - 9 am | Business Meeting and Gatling Award |
| 9 - 10:45 am | Interactive Keynote Speaker |
| 10:45 - 11:15 am | Break and Sponsor Time |
| 11:15 am - 12:05 pm | Breakout Session 1 |
| 12:10 - 1 pm | Lunch |
| 1 - 2 pm | Breakout Session 2 |
| 2 - 2:30 pm | Science Leadership Fellows Graduation |
| 2:30 - 3:10 pm | Poster Session and Committee Tables |
| 3:10 - 3:35 pm | Door Prizes and Evaluation |
| 3:35 - 3:45 pm | Passing of the Gavel |
| 3:45 - 4 | Closing Remarks |
Breakout Sessions
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Room A |
Room B |
Room C |
Session 1
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Student Discourse through the Science & Engineering Practices Effective science learning thrives when students engage in discussions, reasoning, and making sense of phenomena and investigations together. This interactive session equips educators with practical, on-the-go strategies to elevate student discourse and deepen connections to the Science and Engineering Practices (SEPs) in both physical and life sciences. Participants will explore how to match the right strategy to the right moment—whether launching an investigation, prompting students’ thinking during analysis, or concluding with evidence-based explanations. Through hands-on practice, discussion, and modeling, teachers will leave with a toolkit of adaptable moves they can immediately use to promote purposeful student talk and collaborative sensemaking in their classrooms. |
Supporting Sensemaking Through Relevant Phenomenon-Based Instruction Integrating the Science & Engineering Practices- Dr. Deborah French, Wake Forest University and Dr. Brad Rhew, Guilford County This presentation explores transforming science education through Phenomenon-Based Learning (PBL) and Science and Engineering Practices (SEPs). PBL uses relevant "anchoring events" to spark student inquiry and drive sense-making. The session highlights eight SEPs—the "action words" of science—which are embedded in K-12 standards to promote authentic science inquiry. By shifting from passive learning to active investigation, students make deeper real-world connections. The workshop concludes with an opportunity for participants to collaboratively identify phenomena for their classrooms and offers strategies for leaders to support PBI at their schools. |
Multiple Research Sessions Paper: Virtual community of practice leadership in online citizen science projects- Dr. Christi Whitworth Poster: GoReact: Exploring how it enhances Supervision and Mentoring for Educators- Christy Horton Paper: Undergraduate cadets' conceptualizations of AI and ethical prompt engineering- Dr. Christi Whitworth Poster: Leading STEM Learning Through Research: From DNA to Discovery- Samantha Gosh
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Session 2
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Connection to Community: Student Scientists Addressing Environmental Justice Issues with Genetically Modified Organisms Participants will explore an NGSS-aligned, ten-week GMO unit that engages students in addressing a local environmental issue while becoming a molecular geneticist. Participants will learn how this unit is aligned and differentiated across multiple course levels, from Biology for 9th and 10th grades to advanced coursework such as IB Biology. The session will highlight three instructional lessons: GMO and Plant Biology: Plant structure, function, and ecological interactions Biotechnology: Primer design and PCR in action Connection to Community: Shows how science leads to solutions and empowers young people to be part of the change through connection to the NC community.
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The Epidemic That Didn’t Have to Happen: (Re)Discovering Indigenous Science Knowledge in Our Collective Histories- Dr. Lenora Crabtree, UNC- Charlotte and Dr. Deborah French, Wake Forest University This interactive workshop engages participants in Mill Mothers’ Lament, an instructional case study examining a public health crisis precipitated by the dismissal of Indigenous science knowledge. Working as investigators, participants analyze historical research and public health data related to a pellagra outbreak in the Southeastern U.S. to explore sociopolitical influences on scientific decision-making. The case highlights knowledge systems held by many students in today’s classrooms, particularly those with connections to southern Mexico and Central America. The session reflects L.E.A.D.S. practices by educating through research and advocating for inclusive approaches that support diverse, multilingual science learners.
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Multiple Strategic Engagement Sessions Ignite: Filling the Gap through Community Partnerships- Dr. Carol Moore Mini Presentation: How to engage 'The Other 20%'- Mark Case Ignite: Help! My Students Don’t Want to Read… Building Science Literacy- Jessica Croson Ignite: Power through YOU: The impact and inclusion of Esports- Andre Ricks, Garinger
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