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A1. Cohort Update for Community College Anatomy and Physiology Education Research (CAPER) Project: Teaching Practices for Anatomy and Physiology by Chasity B O'Malley (Wright State University Boonshoft School of Medicine)*; Kathy Bell (Salt Lake Community College); Charlene Cromwell (University of Minnesota); Melaney Farr (Salt Lake Community College); Ron Gerrits (Milwaukee School of Engineering)

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A1. Cohort Update for Community College Anatomy and Physiology Education Research (CAPER) Project: Teaching Practices for Anatomy and Physiology by Chasity B O'Malley (Wright State University Boonshoft School of Medicine)*; Kathy Bell (Salt Lake Community College); Charlene Cromwell (University of Minnesota); Melaney Farr (Salt Lake Community College); Ron Gerrits (Milwaukee School of Engineering)

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A2. Understanding Student Resistance to Diversity, Equity, and Inclusion Activities in Undergraduate Biology Courses by Emily P Driessen (Auburn University)*; Robin Costello (Auburn University); Rachel M Youngblood (Auburn University); Melissa Kjelvik (Michigan State University); Elizabeth Schultheis (Michigan State University); Marjorie Weber (University of Michigan); Cissy Ballen

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A2. Understanding Student Resistance to Diversity, Equity, and Inclusion Activities in Undergraduate Biology Courses by Emily P Driessen (Auburn University)*; Robin Costello (Auburn University); Rachel M Youngblood (Auburn University); Melissa Kjelvik (Michigan State University); Elizabeth Schultheis (Michigan State University); Marjorie Weber (University of Michigan); Cissy Ballen

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A3. Testing scientific practices: A nationwide analysis of undergraduate biology exams by Crystal Uminski (University of Nebraska - Lincoln)*; Brian Couch (University of Nebraska-Lincoln)

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A3. Testing scientific practices: A nationwide analysis of undergraduate biology exams by Crystal Uminski (University of Nebraska - Lincoln)*; Brian Couch (University of Nebraska-Lincoln)

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A5. Working 20+ Hours per Week is a Factor Associated with Lower Biology Exam Scores by Finley Sims (Minnesota State University Mankato); Megan O'Connor (Minnesota State University Mankato); Jana Weber (Minnesota State University Mankato); Keenan T Hartert (Minnesota State University Mankato)*

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A5. Working 20+ Hours per Week is a Factor Associated with Lower Biology Exam Scores by Finley Sims (Minnesota State University Mankato); Megan O'Connor (Minnesota State University Mankato); Jana Weber (Minnesota State University Mankato); Keenan T Hartert (Minnesota State University Mankato)*

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A6.Utilization of Longitudinal Data in the Development of a Metacognitive Engagement Instrument by Alixandria S Kirkendol (University of Memphis)*; Jaime L Sabel (University of Memphis)

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A6.Utilization of Longitudinal Data in the Development of a Metacognitive Engagement Instrument by Alixandria S Kirkendol (University of Memphis)*; Jaime L Sabel (University of Memphis)

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A7.Teamwork makes the dream work: Peer-Led Team Learning helps students view themselves as "science people", including those from underserved groups by Mariah C Maxwell (Syracuse University)*; Jason Wiles (Syracuse University)

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A7.Teamwork makes the dream work: Peer-Led Team Learning helps students view themselves as "science people", including those from underserved groups by Mariah C Maxwell (Syracuse University)*; Jason Wiles (Syracuse University)

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A8.Helping STEM students develop the science communication mindset and skillset necessary to address misinformation by Nicole Kelp (Colorado State University)*; Shelby Cagle (Colorado State University); Ashley Anderson (Colorado State University); Sera Choi (Colorado State University); Joy Enyinnaya (Colorado State University)

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A8.Helping STEM students develop the science communication mindset and skillset necessary to address misinformation by Nicole Kelp (Colorado State University)*; Shelby Cagle (Colorado State University); Ashley Anderson (Colorado State University); Sera Choi (Colorado State University); Joy Enyinnaya (Colorado State University)

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Kelp_SABER 2023 misinformation (41x28 in)

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A9. STEM Faculty Adoption of Community-Engaged Learning (CEL) by Maria  C Ceron (University of South Florida)*; Luanna Prevost (University of South Florida)

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A9. STEM Faculty Adoption of Community-Engaged Learning (CEL) by Maria  C Ceron (University of South Florida)*; Luanna Prevost (University of South Florida)

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A10. Building Experimental Design Skills and Laboratory Techniques Using a Course-Based Undergraduate Research Experience in General Chemistry II Laboratory by James Doble (University of Minnesota Duluth)*; Grace Wilson (University of Minnesota Duluth); Jacob W Wainman (University of Minnesota Duluth)

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A10. Building Experimental Design Skills and Laboratory Techniques Using a Course-Based Undergraduate Research Experience in General Chemistry II Laboratory by James Doble (University of Minnesota Duluth)*; Grace Wilson (University of Minnesota Duluth); Jacob W Wainman (University of Minnesota Duluth)

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A11.Video style influenced student engagement, speaker credibility, scientific identity, and other metrics in a large enrollment genetics course by Shannon Behrman (Science Communication Lab)*; Marina Crowder (University of California, Davis); Emily Howell (University of Wisconsin, Madison); Amanda Molder (University of Wisconsin, Madison); Brittany Anderton (n/a)

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A11.Video style influenced student engagement, speaker credibility, scientific identity, and other metrics in a large enrollment genetics course by Shannon Behrman (Science Communication Lab)*; Marina Crowder (University of California, Davis); Emily Howell (University of Wisconsin, Madison); Amanda Molder (University of Wisconsin, Madison); Brittany Anderton (n/a)

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A12. Examining Introductory Undergraduate Biology Students’ Engagement in Metacognition Using the BioMet Learning Modules by Elizabeth Schriner (University of Memphis)*; Jaime L Sabel (University of Memphis)

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A12. Examining Introductory Undergraduate Biology Students’ Engagement in Metacognition Using the BioMet Learning Modules by Elizabeth Schriner (University of Memphis)*; Jaime L Sabel (University of Memphis)

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A13. Wow, this gets the "star-eyes"!: Using emoji to measure student emotional engagement during model-based learning. Bethany J Gettings (Michigan State University)*; Tammy m Long (Michigan State University)

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A13. Wow, this gets the "star-eyes"!: Using emoji to measure student emotional engagement during model-based learning. Bethany J Gettings (Michigan State University)*; Tammy m Long (Michigan State University)

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A14.A Critical Race Theory approach to measuring students’ cultural strengths by Mason N Tedeschi (Texas Tech University)*

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A14.A Critical Race Theory approach to measuring students’ cultural strengths by Mason N Tedeschi (Texas Tech University)*

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A15.Instructor Talk in CURE, Inquiry, and Traditional Lab Courses by C.J. Zajic (University of Georgia)*; Kelly Subramanian (UC Davis); Jeffrey T. Olimpo (The University of Texas at El Paso); Lab Talk  VIP Team*  (University of Georgia )

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A15.Instructor Talk in CURE, Inquiry, and Traditional Lab Courses by C.J. Zajic (University of Georgia)*; Kelly Subramanian (UC Davis); Jeffrey T. Olimpo (The University of Texas at El Paso); Lab Talk  VIP Team*  (University of Georgia )

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Zajic_SABER 2023 Lab Talk Poster - CJZ (41 × 36 in) (1)

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A16.Examining Student Reasoning about Structure and Function Relationships in Biology by Tiffany Shemwell (University of South Florida)*

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A16.Examining Student Reasoning about Structure and Function Relationships in Biology by Tiffany Shemwell (University of South Florida)*

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A17.EvMed Assessment: A test for measuring student understanding of evolutionary medicine by Taya Misheva (Arizona State University)*; Sara Brownell (Arizona State University); Dan Grunspan (University of Guelph)

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A17.EvMed Assessment: A test for measuring student understanding of evolutionary medicine by Taya Misheva (Arizona State University)*; Sara Brownell (Arizona State University); Dan Grunspan (University of Guelph)

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A18.Undergraduate Research Experiences: Exploring Student Science Identity and Possible Self Formation Through UREs by Marie Ramirez (Cornell University)*; Michelle Smith (Cornell University)

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A18.Undergraduate Research Experiences: Exploring Student Science Identity and Possible Self Formation Through UREs by Marie Ramirez (Cornell University)*; Michelle Smith (Cornell University)

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A19.Utilizing a virtual peer mentoring model to increase self-efficacy, persistence, and skillset in research students of higher education by Kaylee Weigel (north dakota state university )*; Danielle Condry (North Dakota State University); Sarah Sletten (University of North Dakota); Andrea Doyon (University of North Dakota)

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A19.Utilizing a virtual peer mentoring model to increase self-efficacy, persistence, and skillset in research students of higher education by Kaylee Weigel (north dakota state university )*; Danielle Condry (North Dakota State University); Sarah Sletten (University of North Dakota); Andrea Doyon (University of North Dakota)

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A21.Perceptions of Mentoring from undergraduate STEM studentsby Krista Donis (Florida International University )*; Sarah L Eddy (Florida International University)

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A21.Perceptions of Mentoring from undergraduate STEM studentsby Krista Donis (Florida International University )*; Sarah L Eddy (Florida International University)

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A22.Building Cultural Capital through Research Workshops for Introductory Biology Students by Andrea Palacio (California State University, Sacramento); Eric Pennino (California State University, Sacramento); Catherine Ishikawa (California State University, Sacramento); Kelly McDonald (California State University, Sacramento)*

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A22.Building Cultural Capital through Research Workshops for Introductory Biology Students by Andrea Palacio (California State University, Sacramento); Eric Pennino (California State University, Sacramento); Catherine Ishikawa (California State University, Sacramento); Kelly McDonald (California State University, Sacramento)*

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A24.Evaluating general and disciplinary evidentiary reasoning frameworks to understand students’ interpretation of graphs to make scientific claims by Emily Hutton (Purdue University)*; Stephanie M Gardner (Purdue University); Lauren E Stoczynski (Purdue University); Anupriya Karippadath (Purdue University); Eli Meir (SimBio); Susan Maruca (SimBio); Joel Abraham (CSU Fullerton)

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A24.Evaluating general and disciplinary evidentiary reasoning frameworks to understand students’ interpretation of graphs to make scientific claims by Emily Hutton (Purdue University)*; Stephanie M Gardner (Purdue University); Lauren E Stoczynski (Purdue University); Anupriya Karippadath (Purdue University); Eli Meir (SimBio); Susan Maruca (SimBio); Joel Abraham (CSU Fullerton)

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Emily Hutton SABER Poster - Applying CADE Final

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A25. Identifying the Benefits of Science Communication Course Assignments Perceived by Students. Tolulopeo Owolabi (California State University Sacramento); Arik Davidyan (California State University Sacramento)*

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A25. Identifying the Benefits of Science Communication Course Assignments Perceived by Students. Tolulopeo Owolabi (California State University Sacramento); Arik Davidyan (California State University Sacramento)*

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A26. The Cognitive and Practice Outcomes of Teaching Professional Development for STEM Graduate Teaching Assistants: A Meta-Analysis by Grant E Gardner (Middle Tennessee State University)*; Alyssa Freeman (Idaho State University); Chelsea Rolle (Middle Tennessee State University); Kadence Riggs (Middle Tennessee State University)

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A26. The Cognitive and Practice Outcomes of Teaching Professional Development for STEM Graduate Teaching Assistants: A Meta-Analysis by Grant E Gardner (Middle Tennessee State University)*; Alyssa Freeman (Idaho State University); Chelsea Rolle (Middle Tennessee State University); Kadence Riggs (Middle Tennessee State University)

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A27.Does an instructor revealing their religious or non-religious identity impact the effectiveness of religious cultural competence in evolution education?	Alexa R Summersill (Middle Tennessee State University)*; Rahmi  Q Aini (Middle Tennessee State University ); Casey Epting (Middle Tennessee State University); Sara Brownell (Arizona State University); Elizabeth Barnes (Middle Tennessee State University)

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A27.Does an instructor revealing their religious or non-religious identity impact the effectiveness of religious cultural competence in evolution education?	Alexa R Summersill (Middle Tennessee State University)*; Rahmi  Q Aini (Middle Tennessee State University ); Casey Epting (Middle Tennessee State University); Sara Brownell (Arizona State University); Elizabeth Barnes (Middle Tennessee State University)

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A29.Mapping Mentorship: A Social Network Approach to Biology Graduate Students’ Mentoring Relationships by Lydia Swanson (University of Minnesota); Ariel Steele (University of Minnesota)*; A. Kelly Lane (University of Minnesota Twin Cities)

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A29.Mapping Mentorship: A Social Network Approach to Biology Graduate Students’ Mentoring Relationships by Lydia Swanson (University of Minnesota); Ariel Steele (University of Minnesota)*; A. Kelly Lane (University of Minnesota Twin Cities)

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A31.Discovery for All: A Roadmap for Departmental Education Transformationby Nichole A Lewis (UC Berkeley)*; Robert Full (UC Berkeley); Eileen Lacey (UC Berkeley); Tyrone Hayes (UC Berkeley); Julianne M Winters ("University of California, Berkeley"); Tamara L Mau (Dept. of Integrative Biology); Diyala Shihadih (UC Berkeley)

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A31.Discovery for All: A Roadmap for Departmental Education Transformationby Nichole A Lewis (UC Berkeley)*; Robert Full (UC Berkeley); Eileen Lacey (UC Berkeley); Tyrone Hayes (UC Berkeley); Julianne M Winters ("University of California, Berkeley"); Tamara L Mau (Dept. of Integrative Biology); Diyala Shihadih (UC Berkeley)

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A32. College level biology students’ understanding of COVID-19 mRNA-based vaccines and their ability to apply their knowledge of the central dogma by Saya  S  Shahoy (UC San Diego)*; Michelle Du (UC San Diego); Ola Mostafa (UC Berkeley); Aliyah Parker (Stanford university); Dylan Martirano (California State University, Northridge); Melinda T Owens (UC San Diego)

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A32. College level biology students’ understanding of COVID-19 mRNA-based vaccines and their ability to apply their knowledge of the central dogma by Saya  S  Shahoy (UC San Diego)*; Michelle Du (UC San Diego); Ola Mostafa (UC Berkeley); Aliyah Parker (Stanford university); Dylan Martirano (California State University, Northridge); Melinda T Owens (UC San Diego)

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A33. Assessing the effect of utility value activities on student motivation and course outcomes in an introductory biology course by Mary Foley (University of Kentucky)*; Jennifer Osterhage (University of Kentucky); Gregory Hawk (University of Kentucky); Hope Tschosik (University of Kentucky); Reagan Rose (University of Kentucky)  

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A33. Assessing the effect of utility value activities on student motivation and course outcomes in an introductory biology course by Mary Foley (University of Kentucky)*; Jennifer Osterhage (University of Kentucky); Gregory Hawk (University of Kentucky); Hope Tschosik (University of Kentucky); Reagan Rose (University of Kentucky)  

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A34.Using the Microbiology Concept Inventory to Facilitate Undergraduate Curricular Reform by Jonathan J Nguyen (North Dakota State University)*; Macy Rennpferd (North Dakota State University); Madeline Schroeder (North Dakota State University); Onora Lancaster (Kalamazoo College); Danielle Condry (North Dakota State University)

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A34.Using the Microbiology Concept Inventory to Facilitate Undergraduate Curricular Reform by Jonathan J Nguyen (North Dakota State University)*; Macy Rennpferd (North Dakota State University); Madeline Schroeder (North Dakota State University); Onora Lancaster (Kalamazoo College); Danielle Condry (North Dakota State University)

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Nguyen_JN SABER Poster 2023 Final Draft.pptx

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A.35 Pilot Study on Psychosocial Factors Related to Persistence and Instructional Practices in Undergraduate Lab Classes by John Espinosa (UC Merced)*; Petra Kranzfelder ("University of California, Merced"); Marcos García-Ojeda (University of California, Merced)

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A.35 Pilot Study on Psychosocial Factors Related to Persistence and Instructional Practices in Undergraduate Lab Classes by John Espinosa (UC Merced)*; Petra Kranzfelder ("University of California, Merced"); Marcos García-Ojeda (University of California, Merced)

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A37. Analysis of facilitation of undergraduate student science communication to promote diversity, equity, and inclusion in STEM by Rachel McMillan (Colorado State University)*; Sydney Alderferer (Colorado State University); Nicole Kelp (Colorado State University)

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A37. Analysis of facilitation of undergraduate student science communication to promote diversity, equity, and inclusion in STEM by Rachel McMillan (Colorado State University)*; Sydney Alderferer (Colorado State University); Nicole Kelp (Colorado State University)

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A38.Expressive and Instrumental Social Capital Facilitates Network Connections for Community College Transfer Students in STEM  by MacKenzie J.  Gray (Portland State University)*; Makenna Stone (Portland State University); Erin E Shortlidge (Portland State University)

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A38.Expressive and Instrumental Social Capital Facilitates Network Connections for Community College Transfer Students in STEM  by MacKenzie J.  Gray (Portland State University)*; Makenna Stone (Portland State University); Erin E Shortlidge (Portland State University)

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A40. The effect of case-based learning on student motivation in an online, asynchronous physiology laboratory course by Shea E Carr (University of Kentucky)*; Thad Wilson (University of Kentucky); Jennifer Osterhage (University of Kentucky)

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A40. The effect of case-based learning on student motivation in an online, asynchronous physiology laboratory course by Shea E Carr (University of Kentucky)*; Thad Wilson (University of Kentucky); Jennifer Osterhage (University of Kentucky)

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A41. A study of undergraduate students’ interpretations of tree-thinking using eye movements by Mallika Saha (Texas State University)*; Daniel Ferguson (Texas State University); Kristy Daniel (Texas State University)

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A41. A study of undergraduate students’ interpretations of tree-thinking using eye movements by Mallika Saha (Texas State University)*; Daniel Ferguson (Texas State University); Kristy Daniel (Texas State University)

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A43.Review and meta-analysis of STEM CUREs by Lia Sanchez (University of Georgia); Elijah Gilchrist (Morehouse College); Ethell Vereen (Morehouse Collge); Ania Majewska (The University of Georgia)*

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A43.Review and meta-analysis of STEM CUREs by Lia Sanchez (University of Georgia); Elijah Gilchrist (Morehouse College); Ethell Vereen (Morehouse Collge); Ania Majewska (The University of Georgia)*

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A44. Comparing COPUS and DART Data from a Small Nontraditional Classroom by Travis Lund (Oregon Tech)*; Kaitlin Wright (Oregon Tech); Alvin Nguyen (Oregon Tech)

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A44. Comparing COPUS and DART Data from a Small Nontraditional Classroom by Travis Lund (Oregon Tech)*; Kaitlin Wright (Oregon Tech); Alvin Nguyen (Oregon Tech)

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A45.Exploring the impact of assessment question framing on undergraduate biology students’ affect, identity, and visualization by Noelle Clark (Chapman University )*; Jeremy Hsu (Chapman University); Kate Hill (Chapman University); Melissa Rowland-Goldsmith (Chapman University)

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A45.Exploring the impact of assessment question framing on undergraduate biology students’ affect, identity, and visualization by Noelle Clark (Chapman University )*; Jeremy Hsu (Chapman University); Kate Hill (Chapman University); Melissa Rowland-Goldsmith (Chapman University)

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A46.UCLA’s Competitive Edge Program Provides Advantages to STEM Doctoral Students from Historically Excluded and Underrepresented Groups (URGs) by Christina A Del Carpio (UCLA)*; Diana Azurdia (UCLA)

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A46.UCLA’s Competitive Edge Program Provides Advantages to STEM Doctoral Students from Historically Excluded and Underrepresented Groups (URGs) by Christina A Del Carpio (UCLA)*; Diana Azurdia (UCLA)

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A47.CourseSource writing workshops help instructors develop and share Open Educational Resources for undergraduate science courses by Sharleen Flowers (University of Colorado, Boulder)*; Zachary Hazlett (University of Colorado, Boulder); Michelle Smith (Cornell University); Jenny Knight (University of Colorado, Boulder)

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A47.CourseSource writing workshops help instructors develop and share Open Educational Resources for undergraduate science courses by Sharleen Flowers (University of Colorado, Boulder)*; Zachary Hazlett (University of Colorado, Boulder); Michelle Smith (Cornell University); Jenny Knight (University of Colorado, Boulder)

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Flowers_CourseSource writing workshops help instructors develop and share Open Educational Resources for undergraduate science courses.pptx