Friday Workshop Information

Pre-conference (January 16th) workshops will require a small fee to attend. Click on the title of any workshop to learn more information. 

Data Science by Design: Integrating Data Science Skills into Biology Courses

• Presenter: Ellen Bledsoe (University of Arizona), Nate Emery (UC Santa Barbara)
• 1:00 pm - 4:00 pm 
• Coffee/snacks provided

• Presenter: Keefe Reuther (UC San Diego)
• 12:00 pm - 4:00 pm
• Lunch provided

Forging the Resistance: Disrupting Ableism by Designing Accessible Classrooms

• Presenter: Sam W. Ridgway (University of Texas Rio Grande Valley)
• 12:00 - 4:00 pm
• Lunch provided

Other Pre-SABER Opportunities

Conference on Advancing Research on Quantitative Reasoning in STEM Education

This conference is hosted by Chapman University in Orange, CA (~15 minute drive from UC Irvine) on January 15th and 16th. This will be an interdisciplinary conference for researchers working on quantitative reasoning (QR) in STEM education across both K-12 and higher education, and across the STEM disciplines. Please see the conference website for more information. Separate registration is required. 

Workshop Descriptions

Data Science by Design: Integrating Data Science Skills into Biology Courses

$30 (1:00-4:00p) - coffee/snacks provided

Presenter: Ellen Bledsoe (UArizona), Nate Emery (UC Santa Barbara)

The Biological and Environmental Data Education (BEDE) Network workshop is designed to help instructors at any level of experience scaffold data science skills into undergraduate biology, ecology, or environmental science courses. We view data science broadly, encompassing basic quantitative literacy to computational programming and analysis. This workshop is attuned to faculty who use spreadsheet programs (e.g., Excel, Google Sheets), R, or Python. This 3 hour workshop is divided into two modules:

Module 1: Introduction and integration of data science into courses: We will host an active discussion of evidence-based approaches for integrating data science into biology and environmental science courses at any level, with a focus on equity and effective use of AI technologies.

Module 2: Designing lesson plans: In the 2nd half of the workshop we will work toward developing or modifying lesson plans to bring data science skills into your own course(s), as well as highlight opportunities to continue engaging with the BEDE Network after our workshop. We would like all of you to join the conversation!

Return to the list of pre-conference workshops

Putting the AI in Active Learning: A Hands-On Workshop for Designing and Testing AI-Enhanced Biology Activities

$40 (12:00-4:00p) - lunch provided

Presenter: Keefe Reuther (UC San Diego)

This hands-on workshop helps biology instructors develop, test, and refine AI-guided active learning activities before introducing them to students. Participants bring one concept that challenges learners and move through a structured progression: break model responses to reveal limitations (hallucinations, bias, weak reasoning); repair them using evidence-based prompting and biology-specific constraints; build an AI-supported activity tailored to the chosen concept and goals; and test it by role-playing realistic student perspectives that surface misconceptions and constraints. This iterative process allows instructors to refine both the activity and the AI assistant’s behavior before student use.

Throughout, the workshop connects AI literacy with information literacy, emphasizing claim verification, source citation, and responsible AI use. Using biology-specific examples relevant to their classrooms, participants leave with a ready-to-run activity and a framework for designing additional ones in the future.

Session Learning Outcomes: 

1. Evaluate the limitations of current AI chatbots on a course topic by systematically probing for hallucinations, bias, and weak reasoning.
   

2. Apply the CO-STAR prompting framework to iteratively improve prompts and reduce errors in model responses.
   

3. Design a classroom-ready active learning task that teaches the chosen concept while explicitly developing students’ information and AI literacy.
   

4. Configure an AI chatbot’s behavior to align with activity goals.
   

5. Field-test the activity by role-playing multiple student perspectives and iteratively improve alignment with learning outcomes.
   

6. Implement transparent use, attribution, and privacy practices that uphold academic integrity and FERPA-aligned protections.
   

7. Synthesize a reusable, step-by-step method for creating and testing future AI-integrated curriculum

Forging the Resistance: Disrupting Ableism by Designing Accessible Classrooms

$40 (12:00-4:00p) - lunch provided

Presenter: Sam W. Ridgway (University of Texas Rio Grande Valley)

While recent government policy changes have unfortunately stalled progress in diversity, equity, inclusion, and access within higher education, students continue to encounter significant challenges, with disabled students remaining among the most marginalized and often unseen populations. A substantial majority of disabilities, between 80% and 90%, are invisible, and many students, particularly those who are non-white and non-male, frequently experience under- or undiagnosed conditions. Current data reveal that over 40% of students in a classroom self-identify as disabled; however, fewer than 15% of these students have official accommodation letters. Furthermore, in a study that asked students about their interactions with faculty members, 97% of student participants had one or more formal disability diagnoses; however, only 50% of those with formal diagnoses had formal accommodations in place at their universities.  When asked about their experiences with instructors regarding their disability and accommodations, over half of the students reported experiencing one or more negative interactions with faculty. Narratives among students ranged from a lack of implementation of accommodations by faculty to hurtful and vicious comments about students’ disabilities. 

​This workshop aims to address these issues by educating participants about disability and accessibility as well as exploring implicit biases regarding disability, including those influenced by misconceptions, stereotypes, and myths, and by highlighting the privileges often taken for granted. The workshop features a series of interactive activities designed to foster introspection and empathy. Participants will first complete an anonymous survey to identify common disability myths and then quantify their own privileges through a reflective exercise. Following a brief lecture on disability types and executive function, a "Choose Your Own Adventure" simulation will immerse participants in the daily experiences of a neurodivergent college student, requiring problem-solving and fostering a deeper understanding of potential challenges.

Next, participants will be introduced to accessibility: what it is, what it is not, and how it directly impacts student experiences. A case study review will then invite participants to analyze real-world scenarios of ableism in higher education and reflect on key questions. The final activity will focus on practical application. Participants will revise course syllabi, either individually or in small groups, with an emphasis on integrating accessibility. Those who bring their own syllabi may work on them directly or share them with their groups, while others can collaborate on shared examples. To close, participants will share the changes they made, and we will compile the revisions and ideas into a shared resource that can be revisited after the workshop.

By the end of the workshop, participants will…

1. Recognize and reflect on implicit biases and privileges by examining their own beliefs about disability myths and engaging in a privilege awareness activity.
   

2. Develop greater empathy for disabled students through a simulation of navigating college as a neurodivergent student.
   

3. Identify how stereotypes and biases can lead to microaggressions and ableist behavior and discuss strategies to counteract them.
   

4. Make 2-3 revision suggestions to syllabi so that classroom practices better foster accessibility and inclusion for all students.