It has been shown that developing an identity related to the major you are in can have a significant, positive influence on your persistence in that major and performance in those courses. Based on this information, a group consisting of biology educators, biology education researchers, and a social scientist developed a project to test the efficacy of science identity interventions in undergraduate biology courses. This group formed as a result of attending the inaugural iEMBER conference in St. Louis in 2017. iEMBER stands for inclusive environments and metrics in biology education and research. The self-identified 'scidentity' working group is in the beginning stages of developing this project after receiving project funding from iEMBER's NSF-RNC grant.