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B1.Can an evolution assignment that incorporates history increase non-science majors students’ interests in and motivations to study science? Allison Martin (The University of Texas at Arlington)*; Evan Spencer (The University of Texas at Arlington)

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B1.Can an evolution assignment that incorporates history increase non-science majors students’ interests in and motivations to study science? Allison Martin (The University of Texas at Arlington)*; Evan Spencer (The University of Texas at Arlington)

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B2.Perceptions of conflict between religion and evolution are higher among atheist biology students than Christian biology students by Katie A Coscia (Middle Tennessee State University)*; Chloe Bowen (Middle Tennessee State University); Rahmi  Q Aini (Middle Tennessee State University ); Sara E Brownell (Arizona State University); Elizabeth Barnes (Middle Tennessee State University)

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B2.Perceptions of conflict between religion and evolution are higher among atheist biology students than Christian biology students by Katie A Coscia (Middle Tennessee State University)*; Chloe Bowen (Middle Tennessee State University); Rahmi  Q Aini (Middle Tennessee State University ); Sara E Brownell (Arizona State University); Elizabeth Barnes (Middle Tennessee State University)

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New_SABER 2023 - Coscia et al. - Perceptions of conflict between religion and evolution

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B4.Greater than the sum of its parts: How students talk about math and computer science in biological contexts reveals nuances not captured in traditional surveys by Emily Weigel (Georgia Institute of Technology)*

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B4.Greater than the sum of its parts: How students talk about math and computer science in biological contexts reveals nuances not captured in traditional surveys by Emily Weigel (Georgia Institute of Technology)*

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B6.Hoping and Coping in Undergraduate Research Experiences: Attributions associated with hopelessness and how undergraduates cope with depression in research by Mary A Kahraman (Arizona State University)*; Katelyn M Cooper (Arizona State University)

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B6.Hoping and Coping in Undergraduate Research Experiences: Attributions associated with hopelessness and how undergraduates cope with depression in research by Mary A Kahraman (Arizona State University)*; Katelyn M Cooper (Arizona State University)

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B9.The Upside to Depression: Undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course by Tasneem F Mohammed (ASU)*; Nolina L. Doud, Katelyn M Cooper (Arizona State University), Sara E. Brownell (Arizona State University)

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B9.The Upside to Depression: Undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course by Tasneem F Mohammed (ASU)*; Nolina L. Doud, Katelyn M Cooper (Arizona State University), Sara E. Brownell (Arizona State University)

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B10.Comparison of Two Novel Active Learning Strategies on Student Learning in Undergraduate Applied Exercise Physiology by Marcus M Lawrence (Southern Utah University)*; Gregory J Crowther (Everett Community College)

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B10.Comparison of Two Novel Active Learning Strategies on Student Learning in Undergraduate Applied Exercise Physiology by Marcus M Lawrence (Southern Utah University)*; Gregory J Crowther (Everett Community College)

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B11. Exposure to Counterstereotypical Scientists Impacts How Students Relate to Scientists by Rachel M Youngblood (Auburn University)*; Robin Costello (Auburn University); Emily P Driessen (Auburn University); Julia Le (Auburn University); Amelia Rose Radocha (Colorado College); Melissa Kjelvik (Michigan State University); Elizabeth Schultheis, Ash T. Zemenick, Marjorie G. Weber, Cissy J. Ballen

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B11. Exposure to Counterstereotypical Scientists Impacts How Students Relate to Scientists by Rachel M Youngblood (Auburn University)*; Robin Costello (Auburn University); Emily P Driessen (Auburn University); Julia Le (Auburn University); Amelia Rose Radocha (Colorado College); Melissa Kjelvik (Michigan State University); Elizabeth Schultheis, Ash T. Zemenick, Marjorie G. Weber, Cissy J. Ballen

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B12.What We Can Do For Each Other: The Effects of Peer-Led Tutoring on Students’ Self-Efficacy and Approaches to Biology in an Introductory Biology Course by Julie Gomez (University of California, Merced), John Espinosa (University of California, Merced), Kris Troy (University of California, Merced), and Petra Kranzfelder (University of California, Merced)

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B12.What We Can Do For Each Other: The Effects of Peer-Led Tutoring on Students’ Self-Efficacy and Approaches to Biology in an Introductory Biology Course by Julie Gomez (University of California, Merced), John Espinosa (University of California, Merced), Kris Troy (University of California, Merced), and Petra Kranzfelder (University of California, Merced)

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B14.Exploring Patterns of Identity Protective Cognition about Evolution among Undergraduate Biology Students by Madison Stewart (Middle Tennessee State University)*; Sara E Brownell (Arizona State University); Elizabeth Barnes (Middle Tennessee State University)

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B14.Exploring Patterns of Identity Protective Cognition about Evolution among Undergraduate Biology Students by Madison Stewart (Middle Tennessee State University)*; Sara E Brownell (Arizona State University); Elizabeth Barnes (Middle Tennessee State University)

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B16. Mapping Challenging Concepts in the Undergraduate Developmental Biology Curriculum via a Metacognitive Assignment by Wendy Aquino Nunez (University of Kansas); Meadow Scott (University of Kansas); Dyan Morgan (University of Kansas)*

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B16. Mapping Challenging Concepts in the Undergraduate Developmental Biology Curriculum via a Metacognitive Assignment by Wendy Aquino Nunez (University of Kansas); Meadow Scott (University of Kansas); Dyan Morgan (University of Kansas)*

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B18.Effect of a Co-Curricular Course on Student Experiences and Success in Introductory Biology by Halie M Pechette (Eastern Michigan University)*; Shannon R Rochon (Eastern Michigan University ); Amber Fatima (Eastern Michigan University); Anne Casper (Eastern Michigan University); Marianne M Laporte (Eastern Michigan University)

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B18.Effect of a Co-Curricular Course on Student Experiences and Success in Introductory Biology by Halie M Pechette (Eastern Michigan University)*; Shannon R Rochon (Eastern Michigan University ); Amber Fatima (Eastern Michigan University); Anne Casper (Eastern Michigan University); Marianne M Laporte (Eastern Michigan University)

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B20. Scaling Implementation of Inquiry-based Labs into Large Enrollment General Chemistry Laboratories by Soren Sjerven (University of Minnesota Duluth)*; Skylar Schraut (University of Minnesota Duluth); Grace Wilson (University of Minnesota Duluth); Jacob W Wainman (University of Minnesota Duluth)

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B20. Scaling Implementation of Inquiry-based Labs into Large Enrollment General Chemistry Laboratories by Soren Sjerven (University of Minnesota Duluth)*; Skylar Schraut (University of Minnesota Duluth); Grace Wilson (University of Minnesota Duluth); Jacob W Wainman (University of Minnesota Duluth)

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B21.The Fly-CURE as a Novel Course-Based Undergraduate Research Experience and its Impact on Student Experience b Elizabeth Taylor (Northern Illinois University)*; Olivier Devergne (Northern Illinois University); Kayla Bieser (Nevada State College); Paula S Croonquist (Anoka Ramsey Community College); Cory Evans (Loyola Marymount University); Danielle Hamill (Ohio Wesleyan University)

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B21.The Fly-CURE as a Novel Course-Based Undergraduate Research Experience and its Impact on Student Experience b Elizabeth Taylor (Northern Illinois University)*; Olivier Devergne (Northern Illinois University); Kayla Bieser (Nevada State College); Paula S Croonquist (Anoka Ramsey Community College); Cory Evans (Loyola Marymount University); Danielle Hamill (Ohio Wesleyan University)

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B24.Beyond Visual Representations: Identifying Resources Used by Biochemistry Students in Metabolism Problem Solving by Philimon Zaagbil (University of Georgia)*; Paula P. Lemons (University of Georgia); Olivia King (University of Georgia); Demetrius  Jelks (University of Georgia); Paula P. Lemons (University of Georgia)

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B24.Beyond Visual Representations: Identifying Resources Used by Biochemistry Students in Metabolism Problem Solving by Philimon Zaagbil (University of Georgia)*; Paula P. Lemons (University of Georgia); Olivia King (University of Georgia); Demetrius  Jelks (University of Georgia); Paula P. Lemons (University of Georgia)

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SABER 2023 _Poster Number 183_Philimon Zaagbil (1)

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B25.Compiling the Expert Consensus on the Water Cycle by Sierra C Nichols (Brigham Young University)*; Elizabeth G Bailey (Brigham Young University)

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B25.Compiling the Expert Consensus on the Water Cycle by Sierra C Nichols (Brigham Young University)*; Elizabeth G Bailey (Brigham Young University)

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Nichols_Compiling the Expert Consensus on the Water Cycle

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B26.Conceptualizing the meaning of Interdisciplinarity in a Biology Integration Institute by Soumi Mukherjee (Purdue University)*; Stephanie M Gardner (Purdue University); Anupriya Karippadath (Purdue University); Emily Georgopoulos (Purdue University)

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B26.Conceptualizing the meaning of Interdisciplinarity in a Biology Integration Institute by Soumi Mukherjee (Purdue University)*; Stephanie M Gardner (Purdue University); Anupriya Karippadath (Purdue University); Emily Georgopoulos (Purdue University)

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B28.A Framework for Principle-based Mechanistic Reasoning in Physiology by Kylie Todd (Michigan State University); Jess Cherniawsky (Michigan State University); Jennifer H Doherty (Michigan State University)*

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B28.A Framework for Principle-based Mechanistic Reasoning in Physiology by Kylie Todd (Michigan State University); Jess Cherniawsky (Michigan State University); Jennifer H Doherty (Michigan State University)*

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Todd_2023 SABER Priciple-based Mechanistic Framework Turn in copy.pptx

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B30.Course-based undergraduate research experiences to advance science communication skills: A systematic review by Ebenezer Korkor (Illinois State University)*; Rebekka Darner (Illinois State University)

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B30.Course-based undergraduate research experiences to advance science communication skills: A systematic review by Ebenezer Korkor (Illinois State University)*; Rebekka Darner (Illinois State University)

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B31.Finding Your True North: Assessing the impacts of a purpose-driven career curriculum on introductory biology students’ career identity and self-efficacy. Shahnaz Masani (Michigan State University)*; Krysta Coleman (Michigan State University); Haiden  Perkins (Michigan State University); Lauren Lambert (Michigan State University); Rhian Solomon (Michigan State University) 

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B31.Finding Your True North: Assessing the impacts of a purpose-driven career curriculum on introductory biology students’ career identity and self-efficacy. Shahnaz Masani (Michigan State University)*; Krysta Coleman (Michigan State University); Haiden  Perkins (Michigan State University); Lauren Lambert (Michigan State University); Rhian Solomon (Michigan State University) 

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B32. Instructional Sequence Matters: Problem-solving First Approach Leads to Superior Near-transfer Learning Outcomes in Introductory Biology Class by Cheng-Wen He (University of Georgia)*

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B32. Instructional Sequence Matters: Problem-solving First Approach Leads to Superior Near-transfer Learning Outcomes in Introductory Biology Class by Cheng-Wen He (University of Georgia)*

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2023 SABER Conference Poster_Cheng-Wen He

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B37.The Experiences, Knowledge, and Socialization of Prospective Life Sciences Graduate Students by Angela Kaczowka (The University of Arizona)*; Matthew Mars (The University of Arizona)

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B37.The Experiences, Knowledge, and Socialization of Prospective Life Sciences Graduate Students by Angela Kaczowka (The University of Arizona)*; Matthew Mars (The University of Arizona)

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B39. Undergraduate Biology Students’ Climate Change Communication and Training Experiences by Chloe D Bowen (MTSU); Madeline Aadnes (Middle Tennessee State University); Alexa R Summersill (Middle Tennessee State University); Elizabeth Barnes* (Middle Tennessee State University)

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B39. Undergraduate Biology Students’ Climate Change Communication and Training Experiences by Chloe D Bowen (MTSU); Madeline Aadnes (Middle Tennessee State University); Alexa R Summersill (Middle Tennessee State University); Elizabeth Barnes* (Middle Tennessee State University)

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B40.Instructor Actions Toward Engagement & Their Influence on Students' Self-Efficacy, Sense of Belonging, and Final Grades by Bianca E Salazar (University of California )*

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B40.Instructor Actions Toward Engagement & Their Influence on Students' Self-Efficacy, Sense of Belonging, and Final Grades by Bianca E Salazar (University of California )*

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B41.In Science We Trust: Analyzing Scientific Trust, Scientific Literacy, and Evidence-Based Decisions by Marley Lund-Peterson (NDSU)*; Kimberly K Booth (North Dakota State University); Danielle Condry (North Dakota State University)

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B41.In Science We Trust: Analyzing Scientific Trust, Scientific Literacy, and Evidence-Based Decisions by Marley Lund-Peterson (NDSU)*; Kimberly K Booth (North Dakota State University); Danielle Condry (North Dakota State University)

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B43. Engaging with course videos: What parameters about the student, course, and timing affect engagement?  Derek Sollberger (University of California at Merced)*; Emily Weigel (Georgia Institute of Technology)

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B43. Engaging with course videos: What parameters about the student, course, and timing affect engagement?  Derek Sollberger (University of California at Merced)*; Emily Weigel (Georgia Institute of Technology)

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B44.Striking a Balance: Rethinking Success and Failure in Introductory Biology Lectures by Bailey M Von der Mehden (Univeristy of Tennessee, Knoxville)*; Beth Schussler ("University of Tennessee, Knoxville")

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B44.Striking a Balance: Rethinking Success and Failure in Introductory Biology Lectures by Bailey M Von der Mehden (Univeristy of Tennessee, Knoxville)*; Beth Schussler ("University of Tennessee, Knoxville")

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B45.Enhancing biology undergraduate students’ career skills, competencies, and opportunities through modular, micro-credentialed, research skills training by Zachary S Hazlett (University of Colorado, Boulder)*; Michael Stowell (University of Colorado, Boulder)

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B45.Enhancing biology undergraduate students’ career skills, competencies, and opportunities through modular, micro-credentialed, research skills training by Zachary S Hazlett (University of Colorado, Boulder)*; Michael Stowell (University of Colorado, Boulder)

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Hazlett_Summer 2023 SC SABER Poster_ZH_V4_slim

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B48.Network Analysis of Undergraduate Introductory Biology Learning Objectives as a Model of Expert Knowledge by Kamali Sripathi (UC Davis)*; Andy Viet Nguyen (UC Davis); Sabrina Valentina Lazar (Albany Medical College); Jared  Joseph (Smith College); Einat Shusterman (BGU); Pamela Reynolds (UC Davis); David Karger (MIT); Kobi Gal (BGU); Michele Igo (UC Davis); Marc

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B48.Network Analysis of Undergraduate Introductory Biology Learning Objectives as a Model of Expert Knowledge by Kamali Sripathi (UC Davis)*; Andy Viet Nguyen (UC Davis); Sabrina Valentina Lazar (Albany Medical College); Jared  Joseph (Smith College); Einat Shusterman (BGU); Pamela Reynolds (UC Davis); David Karger (MIT); Kobi Gal (BGU); Michele Igo (UC Davis); Marc

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B49.Investigating how undergraduates process their email inbox by Lauren M Maarse (University of Guelph)*; Lea Mascarenhas (University of Guelph); Dan Grunspan (University of Guelph)

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B49.Investigating how undergraduates process their email inbox by Lauren M Maarse (University of Guelph)*; Lea Mascarenhas (University of Guelph); Dan Grunspan (University of Guelph)

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Maarse_Student E-mail Poster - SABER updated 7.11.23.pptx

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B50.Exploring Students’ Ability to Frame CUREs in a Broader Context Depending on CURE Format by Lily R Dodge (University of Minnesota)*; Dhanya Attipetty (University of Minnesota); Anita Schuchardt (University of Minnesota)

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B50.Exploring Students’ Ability to Frame CUREs in a Broader Context Depending on CURE Format by Lily R Dodge (University of Minnesota)*; Dhanya Attipetty (University of Minnesota); Anita Schuchardt (University of Minnesota)