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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
Language: English
Authors: Stephanie L. Mathews (ORCID 0000-0001-5909-2024), Carlos Goller (ORCID 0000-0002-2013-0334), Michael J. Wolyniak (ORCID 0000-0003-0076-6682), Uma Swamy, Anjali Misra, Michael E. Moore (ORCID 0000-0002-5493-2802), Jeremy L. Hsu (ORCID 0000-0001-5600-2345), Dina L. Newman (ORCID 0000-0002-2983-1102)
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
FullText Text:
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  Data: Examining the Influence of 'Vision and Change' and a Mentoring Network on Teaching Philosophies and Strategies
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+L%2E+Mathews%22">Stephanie L. Mathews</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5909-2024">0000-0001-5909-2024</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carlos+Goller%22">Carlos Goller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2013-0334">0000-0002-2013-0334</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+J%2E+Wolyniak%22">Michael J. Wolyniak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0076-6682">0000-0003-0076-6682</externalLink>)<br /><searchLink fieldCode="AR" term="%22Uma+Swamy%22">Uma Swamy</searchLink><br /><searchLink fieldCode="AR" term="%22Anjali+Misra%22">Anjali Misra</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+E%2E+Moore%22">Michael E. Moore</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5493-2802">0000-0002-5493-2802</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeremy+L%2E+Hsu%22">Jeremy L. Hsu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5600-2345">0000-0001-5600-2345</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dina+L%2E+Newman%22">Dina L. Newman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2983-1102">0000-0002-2983-1102</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2025 26(2).
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  Data: 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
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  Data: 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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  Data: 2025
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      – Text: English
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      Pagination:
        PageCount: 18
    Subjects:
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      – SubjectFull: Science Curriculum
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      – SubjectFull: Self Efficacy
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