SABER Annual Meeting 2021
Held virtually the last four Fridays in July
Call for Abstracts
Call for abstracts issued: February 19, 2021
Abstract submission deadline: March 22, 2021
Abstracts are currently under reviewThe SABER 2021 Annual Meeting will include long talks, short talks, roundtables, posters, and workshops, as in prior years.
Bill Wood Graduate Student Talk Award
All graduate students who submitted a short talk abstract will be considered for the Bill Wood Graduate Student Talk Award.
Session 1: Friday, July 9, 2021
Session 2: Friday, July 16, 2021
Session 3: Friday, July 23, 2021
Session 4: Friday, July 30, 2021
Annual SABER business meeting: August 6, 2021
Times each day will be approximately 10am Pacific/1pm Eastern to 2pm Pacific/5pm Eastern. More details will be coming as the schedule is finalized.
Registration fees for the 2021 Annual Meeting
Information about possible fee waivers and a registration link will be coming soon.
Opening keynote: July 9
Closing the Metacognitive Equity Gap: Research Shows Us How
Dr. Saundra McGuire, Professor (Emerita) of Chemistry and Director (Emerita) of the Center for Academic Success, Louisiana State University, and author of the best-selling books Teach Students How to Learn and Teach Yourself How to Learn
Dr. McGuire will share research-based learning strategies that have proven effective for increasing STEM student success. She will also discuss research on promoting student learning through metacognitive approaches, with a particular lens on improving equity in the classroom. Her work blends cognitive science and learning theory, and these evidence-based approaches will be broadly applicable to all STEM instructors.
Closing keynote: July 30
Dr. Niral Shah, Assistant Professor of Learning Sciences and Human Development, University of Washington
Dr. Shah will discuss his research on race and racism in STEM education, and how instructors can incorporate anti-racist practices in the classroom to improve student outcomes. His work investigates what shapes student identities and participation in the classroom, particularly in mathematics and computer science education.