2021 SABER Election Candidates

Candidate Master List for President-Elect

*Clicking on a candidate's name will take you to that candidate's information*

Candidate's names are listed in alphabetical order by the candidate's last name.

Marcos E. Garcia-Ojeda

Tammy Long


Candidate Master List for Secretary

*Clicking on a candidate's name will take you to that candidate's information*

Candidate's names are listed in alphabetical order by the candidate's last name.

Kelsie Bernot

Lisa McDonnell

Kelsey Metzger

Miriam Segura-Totten

Jon Stoltzfus


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(members only)

Candidate Bios

*Listed Alphabetically by Last Name*


Marcos E. Garcia-Ojeda (Candidate for President-Elect)

Associate Teaching Professor, University of California, Merced

EmailWebsite

HISTORY OF SABER INVOLVEMENT

A founding faculty member at UC Merced, I followed my professional interests and transitioned to a tenured teaching faculty position in 2014, leading me to biology education research. Thanks to Brian Sato and the UC STEM-LEC Network, I discovered SABER, and have been involved with it for 5 years. Since I attended my first meeting in 2017, I have presented 2 research talks (2018, 2020), joined the DEI Committee (Jan 2020), and the PEER Network (Aug 2020). SABER has provided me with a supportive community of scholars who foster and practice BER and fellow professors who use active, inclusive, student-centered, evidence based pedagogical best practices, and has helped me grow into leadership roles in BER on my own campus.

PROFESSIONAL ACTIVITIES ALIGNED WITH THE SABER MISSION

SABER's mission to advance BER aligns with my professional activities. Our students at UCM are >50% Latino and >70% 1st gen and face structural barriers to success. I use student-centered, evidence-based practices that benefit these PEERs. I study how different learning spaces influence learning. Dr. Petra Kranzfelder and I collaborated to understand how STEM instructors' discourse moves affect student learning. As co-PI of our HHMI Inclusive Excellence Grant, I design and implement faculty development in Inclusive Pedagogy. I mentor faculty, graduate, and undergraduate students in BER and serve on multiple administrative committees. My teaching, scholarship, and service record makes me a strong candidate for the presidency of SABER.

RATIONALE FOR INTEREST IN SABER LEADERSHIP AND FUTURE HOPES/GOALS

The use of evidence-based practices for inclusive, effective learning is positively transforming the experiences of PEERs and other biology students nationwide. SABER's pioneering work in creating a BER community, and sharing best practices for inclusive, anti-racist education contributes to this transformation. I am committed to sustaining and expanding SABER's impact. As president, I will grow our currently R1/majority-White institution-based membership to include PEER faculty and students at 2- and 4-year Minority Serving Institutions. Beyond the US, I will explore partnerships with BER scholars in Latin America and Asia, extending membership opportunities, hosting transnational exchanges, and building international BER consortia.

FIVE RECENT PUBLICATIONS AND/OR SCHOLARLY CONTRIBUTIONS IN BIOLOGY EDUCATION RESEARCH

Thompson, S. K., Hebert, S., Berk, S., Brunelli, R., Creech, C., Drake, A. G., et al. (2020). A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology. CBE Life Sciences Education, 19(4), mr2. https://doi.org/10.1187/cbe.20-05-008

Shay, J. E., Solis, R., & Garcia-Ojeda, M. E. (2020). Tackling Real-World Environmental Paper Pollution: A Problem-Based Microbiology Lesson About Carbon Assimilation. Frontiers in Microbiology, 11, 588918. https://doi.org/10.3389/fmicb.2020.588918

Kranzfelder, P., Banker-Fulbright, J. L., Garcia-Ojeda, M. E., Melloy, M., Mohammed, S., & Warfa, A. M. (2020). Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies. BioScience, 70 (10), 901–913. https://doi.org/https://doi.org/10.1093/biosci/biaa077

Kranzfelder, P., Bankers-Fulbright, J. L., Garcia-Ojeda, M. E., Melloy, M., Mohammed, S., & Warfa, A. M. (2019). The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments. PloS One, 14(7), e0219019. https://doi.org/10.1371/journal.pone.0219019

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Tammy Long (Candidate for President-Elect)

Associate Professor, Michigan State University

Email, Website

HISTORY OF SABER INVOLVEMENT

I have been a member of SABER since its inception in 2011 and am pleased to have contributed in modest ways to its growth and evolution since. I regularly serve as an abstract reviewer, have provided input to committees and leadership regarding SABER initiatives, and am proud that members of my lab have similarly contributed service, including acting as founding members of DBER-SIT and the original abstract rubric development committee. We always look forward to the annual meeting as a way to bring the Biology Education community together, learn about the latest cutting-edge work in our field, and connect with new colleagues and old friends.

PROFESSIONAL ACTIVITIES ALIGNED WITH THE SABER MISSION

My PhD is in plant science, but the last 20 years have led me to focus on the challenges of college biology learning. My lab explores wide-ranging questions aimed at understanding how students use models and modeling to learn and represent their thinking and how modeling competencies change over time. At MSU, I am Director of Undergraduate Plant Biology and Acting Director of an NSF-NRT in Plant Computational Science. I contribute to multiple STEM education initiatives at MSU and nationally and review for journals that publish STEM education research. My work is entirely motivated by the fact that I care deeply about students, their connections with life science, and the teachers that foster a love of biology in their classrooms.

RATIONALE FOR INTEREST IN SABER LEADERSHIP AND FUTURE HOPES/GOALS

As the sole professional society dedicated exclusively to biology education, SABER has a significant challenge‚ and responsibility‚ to both represent and serve the interests of its diverse constituents. Folks come to SABER for reasons ranging from a desire to hear the latest cutting-edge research to hopes for inspiration or guidance about ways to improve their teaching. For me, SABER leadership is an opportunity to coordinate and leverage the creative talent and problem-solving potential that already exists among our members. My goal is to increase and diversify communication between members and leadership so that we can promote members' sense of representation and belonging as we continue to evolve as a society.

FIVE RECENT PUBLICATIONS AND/OR SCHOLARLY CONTRIBUTIONS IN BIOLOGY EDUCATION RESEARCH

Bennett, S, A Gotwals, TM Long. 2020. Assessing students' approaches to modelling in undergraduate biology. International Journal of Science Education. DOI:10.1080/09500693.2020.1777343.

Mayes, R, TM Long, L Huffling, A Reedy, and B. Williamson. 2020. Undergraduate Quantitative Biology Impact on Biology Preservice Teachers. Bulletin of Mathematical Biology 82:63. https://doi.org/10.1007/s11538-020-00740-z

Wilson, KJ, TM Long, JL Momsen, E Bray Speth. 2020. Modeling in the classroom: Making relationships and systems visible. Evidence-based teaching guide. CBE-Life Sciences Education 19: 1-5.

Schwarz, C., Cooper, M., Long, T., Trujillo, C., Noyes, K., de Lima, J., Kesh, J., & Stoltzfus, J. (2020). Mechanistic Explanations Across Undergraduate Chemistry and Biology Courses. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences 1: 625-628. https://doi.dx.org/10.22318/icls2020.625

Trujillo, C and TM Long. 2018. Document co-citation analysis to enhance transdisciplinary research. Science Advances 4, e1701130. Doi: 10.1126/sciadv.1701130.

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Kelsie Bernot (Candidate for Secretary)

Associate Professor of Biology, North Carolina Agricultural and Technical State University

Email, Website

HISTORY OF SABER INVOLVEMENT

The very first time I heard MaryPat exclaim‚ "Show me the data!", I knew SABER was the right place for me. SABER 2021 will be my 7th straight conference, having presented 4 posters, 4 short talks, 2 roundtable sessions, and 2 pre-conference workshops, both of which led to new collaborations and publications. I have also served as an abstract reviewer, a pace-setter for the fun-runs, and a terrible artist for hilarious SABER-themed Telestrations game nights. I participated in the summer book club "How to be an Antiracist‚" and continue to meet periodically with our group as we hold each other accountable to implementing actions, not simply discussing ideas. I am an active member of the PEERs group as an advocate, not a PEER myself.

PROFESSIONAL ACTIVITIES ALIGNED WITH THE SABER MISSION

I currently serve as Co-Director of the North Carolina Project Kaleidoscope (PKAL) STEM education network responsible for sharing best practices in STEM education and research. Although the NC PKAL network is local, it serves as evidence of my interest in developing and supporting national efforts at reforming Biology education. I have taken leadership training at the PKAL Summer Leadership Institute. I also serve the DBER community as a reviewer for the NSF and DBER journals. I have earned recognition and university-level awards for my teaching and community engagement. I have published in JMBE, CourseSource, and American Biology Teacher and have a strong interest in the continued pursuit of outstanding biology education research.

RATIONALE FOR INTEREST IN SABER LEADERSHIP AND FUTURE HOPES/GOALS

SABER helped me transition from a cancer biologist to a biology education researcher and represents a place to learn and grow professionally. As a faculty member at a historically black university, I want to be part of SABER's effort to ignite systemic change that is diverse, equitable, and inclusive. I want to recognize and value the input of our members in our collective governance. I love to collaborate with others and am organized in setting up meetings and adhering to deadlines. I like to have an action and accountability plan at the end of each meeting. Booker T Washington said, "If you want to lift yourself up, lift up someone else." I want to be part of SABERs effort to lift up every member of our awesome organization.

FIVE RECENT PUBLICATIONS AND/OR SCHOLARLY CONTRIBUTIONS IN BIOLOGY EDUCATION RESEARCH

Malotky, MKH, Mayes, KM, Price, K, and Bernot, KM. Fostering Inclusion through an Inter-institutional, Community-engaged, Course-based Undergraduate Research Experience (CURE). J Microbiology and Biology Education, 21(1): doi:10.1128/jmbe.v21i1.1939

Furrow RE, Price RM, Thomas A, Yin Y, Bernot KM. 2020. Vitamin C for colds? Writing LETTERS to synthesize and communicate results from multiple studies. CourseSource. https://doi.org/10.24918/cs.2020.8

Smith, MA, White, AM, Bernot, KM, Petty, CL, White, CD, Byfield, GE, Newman, RH, Coomans, RJ & Rorie, CJ (2019). A Cultural Shift: A Transformative Approach to Advising STEM Students at an HBCU. In Broadening Participation in STEM: Effective Methods, Practices, and Programs (pp. 291-316). Emerald Publishing Limited.

Bernot, KM, Wingate TA, Whitaker KD.‚ Know Your Enemy; Know Yourself: Using Precision Medicine to Target Breast Cancer and the Cell Cycle.‚ National Center for Case Study Teaching in Science, 2018.

Bernot, KM, Kulesza A, Ridgway, JS. Service Learning as Inquiry in an Undergraduate Science Course, American Biology Teacher, 2017, 79(5), 393-400.

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Lisa McDonnell (Candidate for Secretary)

Associate Teaching Professor, University of California San Diego, Division of Biological Sciences

Email, Website

HISTORY OF SABER INVOLVEMENT

I have been involved with SABER since 2012, and attended and presented talks or posters at almost all of the National and Regional meetings since then. When I first joined SABER I was new to the field of biology education research (BER) and the SABER community really opened my eyes to the world of BER and provided an opportunity to see the links between BER and practice. I was, and continue to be, so inspired by the work of the SABER community. SABER provides me with opportunities to learn and grow as an education researcher and educator. I have been a reviewer of abstracts multiple years, and this past year I have been a part of the abstract committee.

PROFESSIONAL ACTIVITIES ALIGNED WITH THE SABER MISSION

My current role requires a lot of multi-tasking! I teach multiple classes a year (including coordinating a large lab course), contribute to departmental and university service, and engage in biology education research. I supervise undergraduate and graduate students as part of my research program. I have co-led and co-organized multiple local meetings at my home campus, including a PKAL meeting and three Summer Institutes. I love working with teams to set goals and get the work done in a timely and efficient manner. I consider myself a "doer." I like to make a plan and get things done. I value diverse perspectives and teams, and see working within a team as an opportunity to both contribute and learn.

RATIONALE FOR INTEREST IN SABER LEADERSHIP AND FUTURE HOPES/GOALS

SABER offers a unique opportunity for researchers, practitioners, and all the combinations in between to work and learn together. I want to work with the SABER community and leadership to increase access, and ensure those joining feel valued and have the opportunity to share their perspectives and ideas. I want to help ensure SABER is a place for all members to learn, grow, and contribute to the forward movement of this field and community. Personally and professionally, I want to become more involved in SABER leadership to both contribute to the management and evolution of SABER, but also to learn more about how SABER operates.

FIVE RECENT PUBLICATIONS AND/OR SCHOLARLY CONTRIBUTIONS IN BIOLOGY EDUCATION RESEARCH

Weir, L. K., Barker, M. K., McDonnell, L. M., Schimpf, N. G., Rodela, T. M., & Schulte, P. M. (2019). Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology. Plos One, 14(8), e0220900. https://doi.org/10.1371/journal.pone.0220900

Yang, A., Stockwell, S., & McDonnell, L. (2019). Writing in your own voice: An intervention that reduces plagiarism and common writing problems in students' scientific writing. Biochemistry and Molecular Biology Education, 47(5), 598. https://doi.org/10.1002/bmb.21282

Zukswert, J. M., Barker, M. K., & McDonnell, L. 2019. Identifying Troublesome Jargon in Biology: Discrepancies between Student Performance and Perceived Understanding. CBE Life Sciences Education, 48 (1): ar1-mr1. PMID: 30707640

Stains, M et al. 2018. Anatomy of STEM teaching in North American universities. Science, 359(6383): 1468-1470. PMID: 29599232 McDonnell, L., and Mullally, M. (2016). Teaching students how to check their work while solving problems in genetics. Journal of College Science Teaching. 46: 68-75.

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Kelsey Metzger (Candidate for Secretary)

Associate Professor, Center for Learning Innovation, University of Minnesota Rochester

Email, Website

HISTORY OF SABER INVOLVEMENT

I've been an active member of SABER for the past 10 years. As I was beginning my first tenure-track appointment, SABER was coming into being and so I feel a bit like SABER and I have grown up together. SABER feels like a professional home to me - maybe in part because of our in-sync maturation, maybe in part because the annual conference has historically been held in my backyard. Whatever the case, I have met friends, collaborators, role models, friendly critics, and some really impressive education researchers through SABER all of whom have been invaluable to me as I've made my way through tenure, and look ahead full professor. As a long-term member who really appreciates what SABER is, I'd like to continue to help SABER grow & improve.

PROFESSIONAL ACTIVITIES ALIGNED WITH THE SABER MISSION

My current position involves research (primarily in undergraduate learning), teaching, and service. As a faculty member at a small "startup" campus that is part of a larger multi-campus institution, I have been engaged in an extensive range of service activities, and have successfully worked alongside colleagues representing diverse stakeholder interests and campus units. I have also been involved with multi-institution collaborations (both small and larger scale). These experiences have enabled me to learn a lot about how different organizations, institutions, and groups function and what strategies generally work well to get things done.

RATIONALE FOR INTEREST IN SABER LEADERSHIP AND FUTURE HOPES/GOALS

I'm passionate about evidence-based teaching. I want to see SABER continue to be a leading organization for bio ed researchers, and grow to be a more inclusive and welcoming network. I'm particularly good at (and yes, strangely enjoy) mundane administrative stuff (eg jockeying google docs, managing calendars) and I think well suited to serve as secretary. I've previously served on the Steering Committee and chaired the first Elections Committee. I've also headed up the Tenure & Promotion SIG, contributed to the Mentoring Committee, and am currently on the Development and Growth Committee. As secretary, I hope to use my skillset to support the Exec Committee in their work, and by extension all the members (and potential members!) of SABER.

FIVE RECENT PUBLICATIONS AND/OR SCHOLARLY CONTRIBUTIONS IN BIOLOGY EDUCATION RESEARCH

Metzger, K. J., and Langley, D. (2020). The Room Itself is Not Enough: Student Engagement in Active Learning Classrooms. College Teaching doi 10.1080/87567555.2020.1768357

Metzger, K. J., & Yang Yowler, J. (2019). Teaching mitosis and meiosis: Comparative effectiveness of two modeling approaches. American Biology Teacher 81(2), 94-105.

Smith, B., Metzger, K., & Soneral, P. (2019). Investigating Introductory Nonmajor Biology Students' Self-Regulated Learning Strategies Through the Implementation of a Reflective-Routine. Journal of College Science Teaching, 48(6), 66-76.

Metzger, K. J., Montplaisir, D., Haines, D. , Nickodem, K. (2018). Investigating Evolution Acceptance in Undergraduate Health Sciences Students. Evo Edu Outreach 11:10. https://doi.org/10.1186/s12052-018-0084-8

Metzger, K. J., Smith, B. A., Brown, E., & Soneral, P. A. (2018). SMASH: A diagnostic tool to monitor student metacognition, affect, and study habits in an undergraduate science course. Journal of College Science Teaching, 47(3), 88-99.

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Miriam Segura-Totten (Candidate for Secretary)

Professor of Biology and Harry Forester Chair, University of North Georgia

Email, Website

HISTORY OF SABER INVOLVEMENT

I attended SABER for the first time in 2012. The connections I have made at SABER since have enriched my scholarship and expanded my professional network. I have reviewed SABER abstracts and presented a short talk and several posters at meetings. In 2020, I was lead mentor for a SABER Buddies mentoring group, and I organized meetings before, during, and after the SABER meeting. In 2020, I was a member of the SABER Action Group on Place and Racial Justice, and I became one of the co-leads for the PEER (Persons Excluded because of their Ethnicity or Race) SABER SIG. In this role, I organize and lead groups meetings and oversee PEER SIG sub-committees. I am also involved in a potential submission of an NSF LEAPS proposal on behalf of SABER.

PROFESSIONAL ACTIVITIES ALIGNED WITH THE SABER MISSION

I have extensive leadership experience within and outside of SABER. Beyond my leadership within the SABER PEER SIG, I am involved with the American Society for Microbiology (ASM) Education section. I have been the Themed Issue Editor for the ASM Journal of Microbiology & Biology Education (JMBE) since 2017. In this role, I have coordinated and have been involved in the peer-review and publication of four themed issues. Additionally, I have been a facilitator for several ASM professional development webinar series to assist instructors in evidence-based teaching and the assessment of their pedagogy. These activities have taught me how to be organized, self-driven, and how to work effectively as part of a team.

RATIONALE FOR INTEREST IN SABER LEADERSHIP AND FUTURE HOPES/GOALS

SABER has been instrumental to my development as a DBER scholar, and I would like to give back by being secretary of SABER. I would like to contribute to the current efforts to expand the inclusiveness of the society by continuing to be involved in inclusion efforts and also by lending my voice as a Latina to the SABER executive committee. I would also like to help in expanding the reach of SABER to other constituencies, such as the membership of ASM, to support more faculty in implementing evidence-based methodology.

FIVE RECENT PUBLICATIONS AND/OR SCHOLARLY CONTRIBUTIONS IN BIOLOGY EDUCATION RESEARCH

Howard KN, Stapleton EK, Nelms AA, Ryan KC, Segura-Totten M. Insights on biology student motivations and challenges when reading and analyzing primary literature. PLoS One. 2021 May 10;16(5):e0251275. doi: 10.1371/journal.pone.0251275.

Nelms AA, Segura-Totten M. Expert-Novice Comparison Reveals Pedagogical Implications for Students' Analysis of Primary Literature. CBE Life Sci Educ. 2019 Dec;18(4):ar56. doi: 10.1187/cbe.18-05-0077.

Karikari TK, Segura-Totten M, Cabrera EC, Waturangi DE, Barding EE, Ascencio T. International Science Education. J Microbiol Biol Educ. 2019 Apr 26;20(1):20.1.17. doi: 10.1128/jmbe.v20i1.1785.

Smith M, Segura-Totten M, West K. QR Code Lecture Activity as a Tool for Increasing Nonmajors Biology Students' Enjoyment of Interaction with Their Local Environment. J Microbiol Biol Educ. 2018 Apr 27;19(1):19.1.54. doi: 10.1128/jmbe.v19i1.1453.

Segura-Totten M, Dalman NE. The CREATE Method Does Not Result in Greater Gains in Critical Thinking than a More Traditional Method of Analyzing the Primary Literature. J Microbiol Biol Educ. 2013 Dec 2;14(2):166-75. doi: 10.1128/jmbe.v14i2.506.

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Jon Stolzfus (Candidate for Secretary)

Biological Science Program Director, Associate Professor of Biochemistry & Molecular Biology, Michigan State University

Email, Website

HISTORY OF SABER INVOLVEMENT

I joined SABER in 2015 and have presented either a poster or a talk at the annual meeting every year since joining. The mix of theory, research, and practice I find at SABER is well aligned my own interests and philosophy and since I joined in 2015 I have felt that this is my community, the place I have the greatest sense of belonging.

PROFESSIONAL ACTIVITIES ALIGNED WITH THE SABER MISSION

During the past five years I have guided the transformation of introductory biology courses at Michigan State from formats that involved mostly lecture with clicker questions and cookbook style labs to formats that focus on active learning that engages students in scientific practices and research projects. During this time the number of faculty in the Biological Sciences Program has expanded from 4 to 10 and we have developed bylaws. This combination provides me with experience in both education transformation and developing and maintaining good governance.

RATIONALE FOR INTEREST IN SABER LEADERSHIP AND FUTURE HOPES/GOALS

As the director of a program that serves thousands of introductory biology students each year and a biology education researcher, the goals of SABER around evidence-based teaching and diversity, equity, and inclusion mirror my professional goals and responsibilities and I see synergy between these positions. If elected as secretary, I see my main role as supporting the governance functions of SABER so that it's members can move the organization forward.

FIVE RECENT PUBLICATIONS AND/OR SCHOLARLY CONTRIBUTIONS IN BIOLOGY EDUCATION RESEARCH

Connecting Research and Teaching Introductory Cell and Molecular Biology Using an Arabidopsis Mutant Screen. (2021) BAMBED submitted.

Mechanistic Explanations Across Undergraduate Chemistry and Biology Courses. Proceedings from the 14th International Conference of the Learning Sciences. 2020) Volume 1 Page 625. https://drive.google.com/file/d/1EDCmdKf4xAbMSDOvoMtX7fD2ZI6iIEf8/view ‚

Characterizing College Science Instruction: The Three-Dimensional Learning Observation Protocol, (2020) PLOS One; doi:10.1371/journal.pone.0234640.

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Justification, and Sense-Making. (2017) CBE-Life Sci. Educ. CBE Life Sci Education 16:ar68; doi:10.1187/cbe.17-01-0023.

Models in the Biology Classroom: An in-class modeling activity on Meiosis. (2017) American Biology Teacher 79(6):482-491; doi:10.1525/abt.2017.79.6.482.

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