# data[].attributes.headline
C1.The immediate and delayed change of teaching knowledge and approach in Biology Graduate Teaching Assistants by Mitra MA Asgari (University of Missouri- Columbia)*; Mark A. Sarvary (Cornell University)

# data[].attributes.subject
C1.The immediate and delayed change of teaching knowledge and approach in Biology Graduate Teaching Assistants by Mitra MA Asgari (University of Missouri- Columbia)*; Mark A. Sarvary (Cornell University)

# data[].attributes.headline
C3.Secular graduate teaching assistants’ perceptions of the relationship between religion and evolution by Sara Brownell (Arizona State University)*; Baylee A Edwards (Arizona State University)

# data[].attributes.subject
C3.Secular graduate teaching assistants’ perceptions of the relationship between religion and evolution by Sara Brownell (Arizona State University)*; Baylee A Edwards (Arizona State University)

# data[].attributes.headline
C4.Developing and Implementing an Immersive Student Experience in Biology by Brittany Smith (Minnesota State University Mankato)*; Rachel Cohen (Minnesota State University Mankato); David Sharlin (Minnesota State University Mankato); Allison Land (Minnesota State University Mankato)

# data[].attributes.subject
C4.Developing and Implementing an Immersive Student Experience in Biology by Brittany Smith (Minnesota State University Mankato)*; Rachel Cohen (Minnesota State University Mankato); David Sharlin (Minnesota State University Mankato); Allison Land (Minnesota State University Mankato)

# data[].attributes.attachment_link.title
Smith_Developing and Implementing an Immeservice Experience in Biology SABER 2023

# data[].attributes.headline
C5.Outliers, standard deviation, uncertainty, and error: students' interpretation of variability in graphs by Lauren E Stoczynski (Purdue University)*; Stephanie M Gardner (Purdue University); Eli Meir (SimBio); Susan Maruca (SimBio); Joel Abraham (CSU Fullerton)

# data[].attributes.subject
C5.Outliers, standard deviation, uncertainty, and error: students' interpretation of variability in graphs by Lauren E Stoczynski (Purdue University)*; Stephanie M Gardner (Purdue University); Eli Meir (SimBio); Susan Maruca (SimBio); Joel Abraham (CSU Fullerton)

# data[].attributes.headline
C7.How do TA Teaching Perspectives influence how TAs define teaching, learning, and the role of grading in teaching and learning science? Emily Weigel (Georgia Tech); Joshua W Reid (Texas Tech University)*

# data[].attributes.subject
C7.How do TA Teaching Perspectives influence how TAs define teaching, learning, and the role of grading in teaching and learning science? Emily Weigel (Georgia Tech); Joshua W Reid (Texas Tech University)*

# data[].attributes.headline
C9.Molecular storytelling builds knowledge, experience and confidence for teaching structure and function with bioinformatics by  Caleb M Trujillo (University Of Washington Bothell)*; Shuchismita Dutta (Rutgers, The State University of New Jersey)

# data[].attributes.subject
C9.Molecular storytelling builds knowledge, experience and confidence for teaching structure and function with bioinformatics by  Caleb M Trujillo (University Of Washington Bothell)*; Shuchismita Dutta (Rutgers, The State University of New Jersey)

# data[].attributes.attachment_link.title
Trujillo_Digital Poster 2023 SABER MCN TPCK

# data[].attributes.headline
C11.Which features of introductory biology online formative assessments act as barriers to inclusive student access and engagement? Kati Brazeal ("University of Nebraska, Lincoln")*; Brian Couch (University of Nebraska-Lincoln); Allison Upchurch (Southeast Community College, Lincoln, NE); Dana Kirkwood-Watts (University of Nebraska-Lincoln); Sarah Spier (Southeast Community College); 

# data[].attributes.subject
C11.Which features of introductory biology online formative assessments act as barriers to inclusive student access and engagement? Kati Brazeal ("University of Nebraska, Lincoln")*; Brian Couch (University of Nebraska-Lincoln); Allison Upchurch (Southeast Community College, Lincoln, NE); Dana Kirkwood-Watts (University of Nebraska-Lincoln); Sarah Spier (Southeast Community College); 

# data[].attributes.headline
C12.Noncontent language, tone and sentiment conveyed in biology syllabi by Ania Majewska (The University of Georgia)*; Chioma Anyanwoke (The University of Georgia); Kayla Leung (The University of Georgia)

# data[].attributes.subject
C12.Noncontent language, tone and sentiment conveyed in biology syllabi by Ania Majewska (The University of Georgia)*; Chioma Anyanwoke (The University of Georgia); Kayla Leung (The University of Georgia)

# data[].attributes.headline
C13.Student’s perceptions towards lecturing and active learning practices by Carolina Mehaffy (Colorado State University)*; Barbara Graham; Jennifer McLean; Katriana Popichak (Colorado State University); Erica Suchman (Colorado State University)

# data[].attributes.subject
C13.Student’s perceptions towards lecturing and active learning practices by Carolina Mehaffy (Colorado State University)*; Barbara Graham; Jennifer McLean; Katriana Popichak (Colorado State University); Erica Suchman (Colorado State University)

# data[].attributes.headline
C15.Investigation of the Effects of Emergency Remote Learning in Introductory Biology Courses on Teaching Assistants Approaches to Teaching. Amy Kulesza (Center for Life Sciences Education)*; Lucia Chacon-Diaz (Ohio State University); Susan D'Agostino (The Ohio State University)

# data[].attributes.subject
C15.Investigation of the Effects of Emergency Remote Learning in Introductory Biology Courses on Teaching Assistants Approaches to Teaching. Amy Kulesza (Center for Life Sciences Education)*; Lucia Chacon-Diaz (Ohio State University); Susan D'Agostino (The Ohio State University)

# data[].attributes.headline
C18.Episodic Futures Thinking Training to Prepare Biology Students to Thrive in Times of Rapid Change and Uncertainty by Rebecca Laposa (University of Toronto)*; Martin Beaulieu (University of Toronto)

# data[].attributes.subject
C18.Episodic Futures Thinking Training to Prepare Biology Students to Thrive in Times of Rapid Change and Uncertainty by Rebecca Laposa (University of Toronto)*; Martin Beaulieu (University of Toronto)

# data[].attributes.attachment_link.title
Laposa-Rebecca-Abstract 166 - Poster C18

# data[].attributes.headline
C19.A Proactive Advising Model for Biology Student Success by Dyan Morgan (University of Kansas)*; Lindsey Deaver (University of Kansas); Lauren Spain-Eddington (University of Kansas)

# data[].attributes.subject
C19.A Proactive Advising Model for Biology Student Success by Dyan Morgan (University of Kansas)*; Lindsey Deaver (University of Kansas); Lauren Spain-Eddington (University of Kansas)

# data[].attributes.headline
C22.What Do Biology Students Do When They Need Academic Help? An Examination of Student Help-Seeking Behaviors by Sharday N Ewell (Auburn University)*; Ryan D.P. Dunk (Auburn University); Amelia Rose Radocha (Colorado College); Rachel M Youngblood (Auburn University); Audrey Chen Lew (University of California Irvine); Shobnom Ferdous (Auburn University); Yohannes Meh

# data[].attributes.subject
C22.What Do Biology Students Do When They Need Academic Help? An Examination of Student Help-Seeking Behaviors by Sharday N Ewell (Auburn University)*; Ryan D.P. Dunk (Auburn University); Amelia Rose Radocha (Colorado College); Rachel M Youngblood (Auburn University); Audrey Chen Lew (University of California Irvine); Shobnom Ferdous (Auburn University); Yohannes Meh

# data[].attributes.headline
C23.Instructor Expectations of Student Self-Regulated Learning Skills:  An Analysis of Introductory Biology Syllabi by Sharday N Ewell (Auburn University)*; Alayna  Harvey (Auburn University); Megan Maloney (Auburn University); Cissy Ballen (Auburn University)

# data[].attributes.subject
C23.Instructor Expectations of Student Self-Regulated Learning Skills:  An Analysis of Introductory Biology Syllabi by Sharday N Ewell (Auburn University)*; Alayna  Harvey (Auburn University); Megan Maloney (Auburn University); Cissy Ballen (Auburn University)

# data[].attributes.headline
C25.Identifying perceived barriers faced by students with disabilities in STEM research courses	Abdullah Al-janabi (California State University, Sacramento); Bradley Damon (	California State University, Sacramento); Shelby Chandar (Sacramento State); Ethan X Roberts (California State University, Sacramento); Kelly McDonald (California State University); Joya Mukerji (California State University, Sacramento)

# data[].attributes.subject
C25.Identifying perceived barriers faced by students with disabilities in STEM research courses	Abdullah Al-janabi (California State University, Sacramento); Bradley Damon (	California State University, Sacramento); Shelby Chandar (Sacramento State); Ethan X Roberts (California State University, Sacramento); Kelly McDonald (California State University); Joya Mukerji (California State University, Sacramento)

# data[].attributes.attachment_link.title
210 Chandar et al SABER_2023 poster -  submitted to JSabel

# data[].attributes.headline
C29.Applied Programming Experiences (APEX) for Students in Introductory Biology Courses by Wendy Lee (San Jose State University); Akiko Balitactac (San Jose State University); Inika Bhatia (San Jose State University); Najelie Crivelli (San Jose State University); Ravneet Kaur (San Jose State University); Michelle Jin (Aragon High School)

# data[].attributes.subject
C29.Applied Programming Experiences (APEX) for Students in Introductory Biology Courses by Wendy Lee (San Jose State University); Akiko Balitactac (San Jose State University); Inika Bhatia (San Jose State University); Najelie Crivelli (San Jose State University); Ravneet Kaur (San Jose State University); Michelle Jin (Aragon High School)

# data[].attributes.headline
C30.Using primary scientific literature for comparing difficulties in experimentation among undergraduate and postgraduate students by Meena Kharatmal (Homi Bhabha Centre for Science Education (TIFR))*; Arnab Bhattacharya (Homi Bhabha Centre for Science Education (Tata Institute of Fundamental Research)

# data[].attributes.subject
C30.Using primary scientific literature for comparing difficulties in experimentation among undergraduate and postgraduate students by Meena Kharatmal (Homi Bhabha Centre for Science Education (TIFR))*; Arnab Bhattacharya (Homi Bhabha Centre for Science Education (Tata Institute of Fundamental Research)

# data[].attributes.headline
C32.Social Media as an Effective Platform for Plant Biology Education by Ashley B Heim (Cornell University)*; Jacob Suissa (Cornell University); Benjamin Goulet-Scott (Harvard University)

# data[].attributes.subject
C32.Social Media as an Effective Platform for Plant Biology Education by Ashley B Heim (Cornell University)*; Jacob Suissa (Cornell University); Benjamin Goulet-Scott (Harvard University)

# data[].attributes.headline
C33.Causal Mechanisms Underlying Attitudinal Changes Following Culturally Competent Evolution Instruction by Jamie L Jensen (Brigham Young University)*

# data[].attributes.subject
C33.Causal Mechanisms Underlying Attitudinal Changes Following Culturally Competent Evolution Instruction by Jamie L Jensen (Brigham Young University)*

# data[].attributes.headline
C35.Community College Students' Motivated Reasoning of Controversial Science Topics by Jacqueline Cala (Chandler Gilbert Community College)*

# data[].attributes.subject
C35.Community College Students' Motivated Reasoning of Controversial Science Topics by Jacqueline Cala (Chandler Gilbert Community College)*

# data[].attributes.attachment_link.title
Cala_Learning Controversial Science Topics_ A Qualitative Descriptive Study of Motivated Reasoning 

# data[].attributes.headline
C38.“Resistance” Spotlight Assignments Support Students’ Critical Interpretation of Disciplinary Values by Sugat Dabholkar (Rutgers University); Lawrence Uricchio (Tufts University); Julia Gouvea (Tufts University)*

# data[].attributes.subject
C38.“Resistance” Spotlight Assignments Support Students’ Critical Interpretation of Disciplinary Values by Sugat Dabholkar (Rutgers University); Lawrence Uricchio (Tufts University); Julia Gouvea (Tufts University)*

# data[].attributes.headline
C45.An Exploration of Spatial Visualization Skills: Investigating Students’ Use of 3D Models in Science Problems During Think-Aloud Interviews by Sarah N Abdo (Chapman University)*; Jeremy Hsu (Chapman University); Constantine Kapetanakis (Rochester Institute of Technology); Dina Newman (Rochester Institute of Technology); Kate Wright (Rochester Institute of Technology); Jennifer Bailey  (Rochester

# data[].attributes.subject
C45.An Exploration of Spatial Visualization Skills: Investigating Students’ Use of 3D Models in Science Problems During Think-Aloud Interviews by Sarah N Abdo (Chapman University)*; Jeremy Hsu (Chapman University); Constantine Kapetanakis (Rochester Institute of Technology); Dina Newman (Rochester Institute of Technology); Kate Wright (Rochester Institute of Technology); Jennifer Bailey  (Rochester