Communicating scientific findings is an accepted part of the research experience, but few science programs include explicit undergraduate curricula for developing or practicing oral science communication. Course-based undergraduate research experiences (CUREs) can provide opportunities to practice science communication, but few studies describe or evaluate authentic oral science communication activities in CUREs. Existing literature lacks considerable evidence for how science communication activities impact students’ science identity and science communication self-efficacy regarding research posters. Therefore, we collected students’ quantitative & qualitative perceptions of science identity and science communication self-efficacy in a face-to-face (F2F) CURE during the COVID-19 pandemic. We also collected students’ qualitative perceptions of participating in a poster symposium and of wearing a face mask while engaging their symposium audience. We found significant improvements in science identity and science communication self-efficacy, as well as benefits and barriers to presenting in a F2F symposium while wearing a face mask. Our results can help educators interested in improving students' science identity and science communication self-efficacy, especially when deciding if a F2F poster symposium in a CURE is appropriate, as affective factors strongly impact students' persistence in science.