Examining the Influence of 'Vision and Change' and a Mentoring Network on Teaching Philosophies and Strategies
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| Title: | Examining the Influence of 'Vision and Change' and a Mentoring Network on Teaching Philosophies and Strategies |
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| Language: | English |
| Authors: | Stephanie L. Mathews (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2025 26(2). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | 2223276 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biology, Science Curriculum, Undergraduate Study, Mentors, Science Teachers, Teacher Motivation, Teacher Participation, Faculty Development, College Faculty, Educational Philosophy, Self Efficacy, Evidence Based Practice, Educational Change |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | The 2011 report "Vision and Change: A Call to Action (V&C)" resulted from a national effort to rethink biology curriculum. "V&C" outlines core concepts and core competencies for biology undergraduates and promotes evidence-based pedagogy, undergraduate research, and inclusive practices. However, it is unclear how much biology educators know about "V&C" and what motivates educators' development of their teaching philosophy and practices. We leveraged the Promoting Active Learning and Mentoring (PALM) Network, a group that introduced evidence-based instructional practices (EBIPs) to instructors through mentoring, journal clubs, and a community of practice, to investigate how much "V&C" has influenced educator knowledge and motivation. Through focus groups, 16 mentors and 22 fellows were asked about their motivations to join PALM, familiarity with "V&C", how they learned about "V&C", and how PALM and/or "V&C" shaped the development of their teaching philosophies and strategies. We found that the teaching philosophies and practices of these educators align strongly with "V&C" principles. "V&C" provided expectancy (established value), while PALM contributed to greater instructor self-efficacy in EBIPs, overall resulting in reformed teaching philosophies and practices. This model highlights the importance of mentorship and community to successfully drive biology education reform. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481721 |
| Database: | ERIC |
| Abstract: | The 2011 report "Vision and Change: A Call to Action (V&C)" resulted from a national effort to rethink biology curriculum. "V&C" outlines core concepts and core competencies for biology undergraduates and promotes evidence-based pedagogy, undergraduate research, and inclusive practices. However, it is unclear how much biology educators know about "V&C" and what motivates educators' development of their teaching philosophy and practices. We leveraged the Promoting Active Learning and Mentoring (PALM) Network, a group that introduced evidence-based instructional practices (EBIPs) to instructors through mentoring, journal clubs, and a community of practice, to investigate how much "V&C" has influenced educator knowledge and motivation. Through focus groups, 16 mentors and 22 fellows were asked about their motivations to join PALM, familiarity with "V&C", how they learned about "V&C", and how PALM and/or "V&C" shaped the development of their teaching philosophies and strategies. We found that the teaching philosophies and practices of these educators align strongly with "V&C" principles. "V&C" provided expectancy (established value), while PALM contributed to greater instructor self-efficacy in EBIPs, overall resulting in reformed teaching philosophies and practices. This model highlights the importance of mentorship and community to successfully drive biology education reform. |
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| ISSN: | 1935-7877 1935-7885 |
