{"id":9583,"date":"2024-01-22T07:53:24","date_gmt":"2024-01-22T15:53:24","guid":{"rendered":"https:\/\/blogschapman.wpenginepowered.com\/scst\/2024\/01\/22\/biology-education-research-group-presents-research-at-8th-annual-saber-conference\/"},"modified":"2026-07-22T15:28:09","modified_gmt":"2026-07-22T15:28:09","slug":"biology-education-research-group-presents-research-at-8th-annual-saber-conference","status":"publish","type":"post","link":"https:\/\/blogs.chapman.edu\/scst\/2024\/01\/22\/biology-education-research-group-presents-research-at-8th-annual-saber-conference\/","title":{"rendered":"Biology Education Research Group Presents Research at 8th"},"content":{"rendered":"

This past weekend, Assistant Professor of Biology <\/span>Jeremy Hsu<\/span><\/a> and his lab participated in the <\/span>Society for the Advancement of Biology Education Research (SABER)<\/span><\/a> eighth-annual west-coast conference at the University of California, Irvine. SABER members pursue research that explores theory and methods for<\/span> improving post-secondary biology education.\u00a0<\/b><\/p>\n

Hsu\u2019s team, the <\/span>Chapman Biology Education Research group (CBER)<\/span><\/a>, seeks to improve biology education by examining student and instructor experiences <\/span>both inside and outside the classroom. <\/b>The group, composed of five undergraduates, two graduate students, and GCI postdoctoral fellow <\/span>Desiree Forsythe<\/span><\/a>, gave three oral presentations and presented four posters. Assistant Professor of Biology <\/span>Jean-Louis Bru<\/span><\/a> also attended.\u00a0<\/span><\/p>\n

\u201cBeing able to<\/span> present, share their work, and obtain feedback<\/b> at this conference is an invaluable experience for the students,\u201d said Hsu. \u201cIt\u2019s also really great for the students to get a glimpse of the breadth of the field, when they see the really exciting research projects from across the country!\u201d<\/span><\/p>\n

\"\"
Molly Niswnder ’26 presented her poster “Motivation and application of study strategies in introductory biology courses” on Sunday, January 14.<\/figcaption><\/figure>\n

Molly Niswender \u201926, a biochemistry major and documentary minor, intends to pursue a PhD in biology after graduation (and plans to use her filmmaking skills to communicate about cancer research with the public). \u201cThis conference was extremely influential in connecting me to those who are passionate about furthering biology education and equity in STEM<\/b>, and I am extremely grateful for that,\u201d she said.<\/span><\/p>\n

Niswender\u2019s research focuses on<\/span> study strategies in introductory biology courses. <\/b>\u201cThe most interesting theme that emerged, in my opinion, was the role that social media and video-related content had in students’ development of new study strategies,\u201d she said. \u201cIt remained a consistent theme throughout all of the biology courses that were surveyed.\u201d As she continues work on this project, Niswender plans to investigate what kinds of study strategies tend to be promoted on social media.\u00a0<\/span><\/p>\n

Gabby Dauber \u201924 presented research about student experiences in STEM course office hours. After graduation, Dauber will be pursuing a PhD in biology and hopes to become a professor. \u201cMy experience in Dr. Hsu\u2019s biology education group has greatly supported my future goals in aspiring to continue this type of research \u2014 while hopefully equipping me to become a great teacher for students. I plan to implement my research findings to<\/span> improve the education system and support students as a future instructor.<\/b>\u201d<\/span><\/p>\n

Briana Craig \u201924, MS \u201925, presented research about<\/span> the impact of the COVID-19 pandemic on students\u2019 perceptions of \u2018active learning.\u2019 <\/b>She found that students reported less familiarity with the concept of \u2018active learning\u2019 during fully remote semesters (as opposed to semesters taught on campus). \u201cWhen in-person learning resumed, students were more familiar with the concept but not at the same level as pre-pandemic,\u201d she said.<\/span><\/p>\n

\u201cWe saw the same trend in students’ preference to learn by lecture. Students <\/span>did not prefer lecture before the pandemic<\/b>, but once they switched to remote teaching, a majority of students reported that they did prefer lecture.\u201d<\/span><\/p>\n

Craig also measured students\u2019 self-perceptions as members of the science community. \u201cDespite being less familiar with the concept of \u2018active learning\u2019 during online learning,<\/span> there was no corresponding dip in students’ sense of belonging<\/b>,\u201d she said. \u201cThis is good news because one’s sense of belonging should not be dependent on how much you know or how much experience you have. Science is for everyone!\u201d<\/span><\/p>\n

\n

“One’s sense of belonging should not be dependent on how much you know or how much experience you have.”<\/em><\/span><\/h3>\n<\/blockquote>\n

In Schmid College, over half of undergraduate students conduct research with professors. With a 4:1 student-faculty ratio, working with faculty on research is a simple process for students. \u201cI love mentoring undergrads in the lab,\u201d said Hsu. \u201cStudents in Schmid often reach out to me if they\u2019re interested in education work.\u201d<\/span><\/p>\n

\"\"
Jessie Tsai, PharmD ’26, presented her poster “Asian Americans\u2019 experience with racism in STEM” on Saturday, January 13.<\/figcaption><\/figure>\n

\u201cI was a former student of Dr. Hsu, and he was one of my favorite professors,\u201d said Jessie Tsai, PharmD \u201926. Last summer, before beginning the pharmacy portion of her degree (through the <\/span>APEx 2+3 Program<\/span><\/a>), Tsai emailed Hsu to inquire about a job opening in his research group.<\/span><\/p>\n

\u00a0\u201cI’ve always had an interest in education. I am planning to <\/span>both teach and practice <\/b>as a future pharmacist,\u201d said Tsai.<\/span><\/p>\n

Tsai\u2019s research aims to better understand the <\/span>experiences of Asian Americans in STEM<\/b>. \u201cThis area is currently understudied,\u201d said Tsai.<\/span> \u201cAlthough the project is still in a very early stage, our team has started to see themes emerge.<\/span> Some Asian American students experiencing racism may not feel an impact at all on their STEM identity, some may find ways to navigate out of its negative impacts, and some may feel a sense of internalized pressure by the existence of unrealistic standards based on the model minority myth.\u201d<\/span><\/p>\n

The conference\u2019s theme, \u201c<\/span>Building Bridges for Equity in STEM<\/b>,\u201d was present throughout the weekend.\u00a0<\/span><\/p>\n

\u201cIn the past, STEM was dominated by mostly white men,\u201d said Tsai. \u201cNow, the STEM field has grown to include people with a variety of identities, but inequities may still be present. As an Asian American woman, equity in STEM is significant to me since <\/span>I would not be able to follow my dreams today without the continuous fight for it<\/b>.\u201d<\/span><\/p>\n

\u201cSABER had an array of research and perspectives that I was unfamiliar with, which was eye-opening,\u201d said Sean McCallum \u201926. \u201cMost of the presentations I listened to centered around diverse perspectives in STEM, in particular <\/span>how to better accommodate underserved student populations.<\/b>\u201d<\/span><\/p>\n

McCallum noted that she intends to use the knowledge she gained at the conference to <\/span>be a better advocate for her peers <\/b>on campus.<\/span><\/p>\n

\n

“SABER had an array of research and perspectives that I was unfamiliar with, which was eye-opening.”<\/em><\/span><\/h3>\n<\/blockquote>\n

McCallum\u2019s poster was titled \u201cSpeak Up! An interactive workshop aimed at fostering ally development to reduce microaggressions among college students.\u201d The long-term goal of her research is a <\/span>reduction in bias <\/b>and the production of <\/span>more positive STEM environments.<\/b><\/p>\n

\u201cDoing research is such a fantastic opportunity for undergraduate students,\u201d Hsu said. \u201cThey\u2019re able to think critically and make decisions about the study design, perform the work (including building surveys, conducting interviews, and doing observations), analyze the data, and<\/span> draw conclusions about how students learn<\/b>.\u201d\u00a0<\/span><\/p>\n

\u201cI\u2019ve found that research experiences can be transformative for students,\u201d continued Hsu. \u201cNot only are they growing as scientists, but they\u2019re often able to apply the findings from their work in their own learning.\u201d\u00a0<\/span><\/p>\n

\"\"
Sean McCallum ’26 presented her poster “Speak Up!: An interactive workshop aimed at fostering ally development to reduce microaggressions among college students” on Sunday, January 14.<\/figcaption><\/figure>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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