Implementing Evidence‐Based Teaching Practices: Support for Educators through the Promoting Active Learning & Mentoring Research Coordination Network (PALM Network)

Abstract

The Promoting Active Learning & Mentoring Research Coordination Network (PALM Network) provides one‐to‐one year‐long mentored support to biology faculty and postdoctoral fellows seeking to implement evidence‐based, effective active learning strategies into their classrooms. These PALM fellows are paired with mentors, recognized for their experience in education reform, typically faculty at another academic institution. Mentors assist fellows as they design, implement, and assess teaching innovations in their own classroom, and fellows visit the mentor’s institution to observe evidence‐based practices in the mentor’s classroom. In addition to individual mentoring, PALM fellows meet regularly, virtually and in‐person, with other fellows and mentors, providing a diverse and broad network of support for their continued development as educators. Support and assistance from professional societies provides an operational framework, promotion, and recognition to the Network. To date, 28 fellow‐mentor pairs have participated in the PALM Network. Here we present the findings of the mid‐point evaluation of the 5‐year NSF‐funded network, using a mixed‐methods assessment approach. Fellows (n=13) and mentors (n=11) completed online surveys upon acceptance or after one year of participation in the PALM Network. At the time of acceptance into the PALM Network, self‐reported confidence of the network member’s ability to use backward design to develop active learning activities and assessments of student learning was dependent upon whether the respondent was a fellow or a mentor (p ≤ 0.046). For those surveyed after one year in the PALM Network, self‐reported confidence in these abilities were not different between fellows and mentors (p ≥ 0.122), indicating the abilities of the fellows shifted towards that of the mentors. Grounded‐theory analysis of semi‐structured in‐person interviews with mentors and fellows (n=8, representing 7 mentor‐fellow pairs) participating in the PALM Network for at least 6 months, but less than 2 years, revealed PALM Network members are enthusiastic, talented, and ambitious educators and researchers, dedicated to implementing education reform. PALM fellows value the one‐to‐one mentoring and the support of a broad network. PALM Network fellow‐mentor collaborations result in successful implementation of transformational pedagogical projects. Although implementing change at the fellow’s home institution was sometimes difficult, the mentors and other PALM Network members provided valuable advice and support for the fellows to facilitate their work. Both fellows and mentors highly recommend the PALM Network. Therefore, the PALM Network provides effective support for educators implementing evidence‐based best practices in their classrooms.Support or Funding InformationThis work was funded by NSF‐RCN‐UBE #1624200, including a sub‐award to American Physiological Society.