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10Th Annual SABER National Meeting Conference Materials 10th Annual SABER National Meeting Conference Materials Virtual Conference Dates July 10th, 2020; July 17th, 2020; July 23rd, 2020; July 24th, 2020; and July 31st, 2020 1 Back to Top Saber 2020 Archive Table of Contents SABER National Meeting Schedules ....................................................................................3 Friday, July 10th, 2020 .........................................................................................................3 Friday, July 17th, 2020 .........................................................................................................5 Thursday, July 23rd, 2020 (DBER Scholars-in-Training) ......................................................7 Friday, July 24th, 2020 .........................................................................................................7 Friday, July 31st, 2020 .......................................................................................................10 LONG TALK ABSTRACTS ...................................................................................................13 SHORT TALK ABSTRACTS ................................................................................................18 Friday, July 10th.................................................................................................................18 Friday, July 17th.................................................................................................................31 Friday, July 24th.................................................................................................................43 Friday, July 31st .................................................................................................................67 POSTER INFORMATION ......................................................................................................91 Friday, July 17th.................................................................................................................91 Friday, July 24th.................................................................................................................92 Friday, July 31st .................................................................................................................97 ADDITIONAL CONFERENCE ACTIVITIES AND RESOURCES ........................................ 101 Access to Recorded Presentations .................................................................................. 101 SABER Buddy System ..................................................................................................... 101 DBER Trainees/Scholars-in-Training ............................................................................... 101 Diversity & Inclusion Action Group on Place and Racial Justice ....................................... 103 2 Back to Top SABER National Meeting Schedules Friday, July 10th, 2020 Note: all sessions convened via Zoom; all times PDT Welcome and Introduction of Keynote Speaker by Jenny Knight, 2020 SABER President Instructors as Meaning-Makers: Designing Social-Psychological Interventions to Support Stigmatized Students 10:00-10:55 Elizabeth Canning, Assistant Professor of Psychology, Washington State University Dr. Canning’s research focuses on the subtle messages that create and maintain bias and social inequality, both in classrooms and organizational contexts. Her lab also designs and tests psychosocial interventions to try to mitigate these impacts. A few relevant citations are below. 10:55-11:00 BREAK Action Group: SABER self-study: How can SABER become generally more inclusive and specifically anti-racist? Facilitated by 11:00-12:00 Kecia Thomas 12:00-12:20 BREAK Session A: Session B: Session C: Session D: Conceptual Understanding Research & Laboratory Science & Society and Conceptual Understanding Experience Affect 156: A learning progression 101: Investigating Students’ 106: Talking Science: 237: Observing Growth in characterizing how Statistics Attitudes and undergraduates bridging Students’ Recognition of students use mass balance Knowledge in CUREs the gap between scientific DNA-Associated Concepts reasoning to understand Anita Schuchardt (University of and non-scientific with a Card Sorting Task 12:20–12:40 biology Minnesota); Melissa L Aikens* communities Dina L. Newman*, Hannah Emily Scott*, Mary Pat (University of New Hampshire); Josue Simeon, Sarah L Eddy*, Spector, Lauren Trumpore, Anna Wenderoth, Jennifer H Doherty Jeffrey T. Olimpo (The University Hana Shah (Florida International Neuenschwander, L. Kate Wright (University of Washington) of Texas at El Paso); Catherine University) (Rochester Institute of Kirkpatrick (University of Technology) Minnesota) 3 Back to Top Saber 2020 Archive 167: Teaching metabolism 228: Integrated Lab-Lecture 200: Students’ perspectives 94: Students’ Mechanistic as a dynamic system Courses Boost Non-Major’s on their acceptance of Explanations of Protein improves student learning Experiences in Introductory evolution Function Cluster around in biochemistry Biology Ryan Dunk*, Jason Wiles Core Ideas from Chemistry Christine S Booth*, Changsoo Jessica Merricks*, Dave (Syracuse University) or Biology Courses, but Song, Michelle E Howell, Achilles Gammon, Kathy Gallucci (Elon Rarely Both 12:40–1:00 Rasquinha, Aleš Saska, Resa University) Caleb M Trujillo (University Of Helikar, Sharmin M Sikich, Brian Washington Bothell); Jenna A Couch, Karin van Dijk, Kesh, Melanie Cooper, Joelyn de Rebecca L Roston, Tomáš Lima, Tammy M Long, Keenan Helikar (University of Nebraska- Noyes, Christina Schwarz, Jon Lincoln) Stoltzfus* (Michigan State University) 1:20-1:50 Q/A with presenters from Session A 4 Back to Top Saber 2020 Archive Friday, July 17th, 2020 Note: all sessions convened via Zoom; all times PDT 9:30-10:00 Action Group: Breakout with affinity groups Concurrent Long Talks 8: A scientist like me: demographic analysis of biology 56: Exploration of the transition between high school and textbooks reveals both progress and long-term lags college STEM courses: Characterization of students' Cissy Ballen (Auburn University)*; Jeremiah Henning (University of perspectives and faculty's instructional approaches South Alabama); Michael Smith (University of Konstanz); Sara Wood Clara Meaders (Cornell University)*; A. Kelly Lane (University of 10:00-10:45 (Auburn University); Taylor McKibben (Auburn University); Luoying Nebraska-Lincoln); Brian Couch (University of Nebraska-Lincoln); Chen (Auburn University); Marjorie Weber (Michigan State University); Anya Morozov (University of Nebraska-Lincoln); Justin Shuman Ash Zemenick (Michigan State University) (University of Nebraska-Lincoln); Marilyne Stains (University of Virginia); MacKenzie Stetzer (University of Maine); Emma Toth (University of Maine); Erin Vinson (University of Maine); Michelle Smith (Cornell University) 10:45-11:00 BREAK Session A: Session B: Session C: Session D: Professional Development Diversity, Equity, & Assessment & Conceptual Science Process Skills Inclusion Understanding 196: Exploring Laboratory 24: “It Comes from Within”: 138: Integrating motivation 191: Beyond office hours: TAs’ Ambitious Teaching & Characterizing the Internal theories to measure what happens when Tensions in an Online PD Strengths Black students’ motivational students and professors Course Undergraduates Use to profile in a modeling-based engage in scientific Ryan C Coker*, Miray Tekkumru- Succeed in Science Majors introductory biology course discourse Kisa (Florida State University) Chimezie Osondu*, Bethany J Gettings*, Tammy M Melissa McCartney*, Roxana Oluwadamilola Babatola, Morgan Long (Michigan State University) Alvarez, Yessica Cabrera, Ruben 11:00–11:20 Beckham, Brandon Marshall, Castellano, Kassandra Darris Means, Birook Mekonnen, Concepcion, Mainlyng Duenas, Omowunmi Oni, Julie Brittany Jean-Louise, Valery Dangremond Stanton (University Mardini, Laura Moralejo, of Georgia) Shagayeg Mousavi, Enza Russoniello, Kyriaki Chatzikyriakidou (Florida International University) 5 Back to Top Saber 2020 Archive 38: Content-focused 25: Students Speaking Up: 211: Mode of Responses 86: A Multi-Institution professional development What supports and hinders Influences Content of Curriculum Mapping Project and higher cognitive self-advocacy for STEM Student Responses to Investigate Teaching of demand of curricular tasks undergraduates with ADHD Joelyn de Lima*, Tammy M Long Core Competencies (Michigan State University) 11:20–11:40 elevate teaching assistants’ and/or specific learning Alexa Clemmons* (University of teaching practices disabilities? Washington); Deborah Donovan Jenna Hicks*, Jessica Dewey, Mariel A Pfeifer*, Eve M Reiter, (Western Washington University); Michael Abebe, Maxwell Kramer, Julio Cordero, McKenna Jerry Timbrook (University of Anita Schuchardt (University of Hendrickson, Julie Dangremond Nebraska-Lincoln); Alison Crowe Minnesota) Stanton (University of Georgia) (University of Washington) 168: Supporting Biology 147: Beyond the Binary: 178: Do Prerequisites 180: Developing International Teaching Factors affecting retention Disproportionately Affect Frameworks to Describe Assistants’ Development of of transgender and gender Certain Types of Students? Students’ Use of Evidence Cultural Competence: A nonconforming students in Implementation of a Math in the Context of Literature Synthesis STEM Prerequisite for Introductory Socioscientific Issues Zhigang Jia*, Grant E Gardner Jeffrey Maloy* (UCLA); Bryce Biology in a Community P. Citlally Jimenez*, Ashley Alred, 11:40–12:00
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