Wednesday, May 28, 2025
1:00 - 4:00 p.m.

Pre-meeting workshops are opportunities for SABER attendees to learn how to leverage biology education research findings either in their research endeavors or in the classroom. Abstracts are linked below

• Workshop A. The BioGraphl Curriculum: Valuing diverse identities and fostering data literacy in biology. Presenters: Suann Yang and Rachel Pigg (no cost) View Abstract
  
  
• Workshop B. Strategies for teaching the vision and change core concepts and core competencies. Presenter: Ashli Wright ($10) View Abstract
  
  
• Workshop C. Creating Inclusive Learning Experiences Through Authentic Assessment. Presenters: Aradaryn Marsh, Altea Hagan, and Lisa Benson  ($10) View Abstract

Codon Learning Pre-Conference Session

The BioGraphl Curriculum: Valuing diverse identities and fostering data literacy in biology.
Suann Yang and Rachel Pigg

BioGraphI is an NSF-funded project that strives to increase student persistence in biology through improving representation of diverse scientists and incorporating data interpretation skills in the curriculum. BiographI is creating and publishing curricular materials as Open Educational Resources in online Faculty Mentoring Networks, presenting workshops to demonstrate how to implement or adapt our curriculum, and partnering with other initiatives with similar goals. Workshop participants will explore BioGraphI lessons available on our webpage, learn how faculty produced each lesson in collaboration with the scientist featured in the lesson, and how students have responded to these lessons. We will guide participants through the process of selecting and adapting one BioGraphI lesson to a course. Participants will receive resources to help them create and evaluate their DEI statements, course syllabi, and inclusive classroom environments. Participants will then utilize backwards design to select an existing BioGraphI lesson and review and revise its learning outcomes and activities to best fit their course’s goals and student audience.

LOs:1)Become familiar with BioGraphI project and our mission to feature counter stereotypical role models and address data literacy skills in biology curriculum

2)Explore BioGraphI open educational resources (OERs) on QUBES 3)Learn how to adapt a BioGraphI lesson into a course using backward design

Suann Yang: Suann Yang is an Associate Professor of Biology at SUNY Geneseo. Suann is a PI for the BioGraphI Project, and has facilitated multiple cohorts of BioGraphI Faculty Mentoring Networks as well as authored two BioGraphI modules.

Desiree Forsythe is an Assistant Professor in Biology at Santa Clara University and a previous participant and facilitator for the BioGraphI project. Desiree has both co-facilitated a Faculty Mentoring Network as well as published her own BiographI project.

Workshop B. Strategies for teaching the vision and change core concepts and core competencies.
Ashli Wright

The Vision and Change (V&C) Framework was developed by the American Association for the Advancement of Science to improve undergraduate biology education. The framework consists of the Core Concepts (Evolution, Structure & Function, Information, Pathways, and Systems) and the Core Competencies (apply the process of science, use quantitative reasoning, employ modeling and simulation, experience interdisciplinary science, communicate with other disciplines, integrate science and society) [1]. However, over a decade since its release, many early career faculty may not be familiar with the framework or know how to implement evidence-based instructional strategies, and experienced faculty may still struggle with implementing V&C-aligned strategies in their courses. A national survey of undergraduate life science faculty revealed differences in how faculty ranked the importance of the Core Concepts and Core Competencies for students in STEM Majors or pursuing STEM careers (Wright et al.; under review at CBE-Life Sciences Education). Given these results, we have developed an engaging workshop to provide participants with the knowledge and skills necessary to incorporate V&C into their instructional practice. The workshop will begin with a brief history of V&C and will be followed by an overview of the Core Concepts and Core Competencies and the evidence-based instructional strategies. For new faculty, the workshop will serve as an introduction to V&C. For experienced faculty; this will be an opportunity to learn new and innovative strategies aligned with V&C. All participants will be able to learn how to adapt the strategies they learn for their student population.

Workshop C. Creating Inclusive Learning Experiences Through Authentic Assessment. Presenters: Aradaryn Marsh, Altea Hagan, and Lisa Benson

Authentic assessments are gaining momentum in higher education as a means of fostering meaningful learning. However, little attention has been given to how these strategies support marginalized students by allowing them to draw on their cultural capital. This interactive workshop addresses this gap, equipping faculty with tools to design assessments that promote deeper learning and inclusivity. Grounded in student interview findings, the session will explore the impact of authentic assessments on learning and how these practices can be adapted to provide equitable opportunities. Participants will begin with a brief overview of authentic assessment principles and their role in inclusive practices. They will then engage in hands-on activities, working in small groups to develop sample assessments reflective of students’ backgrounds and experiences. By the end of this portion, participants will have drafted an authentic assessment and discussed strategies to ensure it offers multiple means of engagement and allow students to leverage their cultural strengths. The workshop will conclude with group discussions on models, resources, and materials needed to implement authentic assessments effectively. Participants will complete individual “exit tickets,” outlining a specific change they plan to make in their assessment practices and identifying helpful resources. These reflections will be collected as data for ongoing research on authentic assessments and their impact on marginalized student groups (IRB2023-052). This workshop provides practical strategies for designing assessments that not only reflect real-world tasks but also empower students from diverse backgrounds.