Sustained mentorship promotes the development of active learning strategies in undergraduate biology classrooms: Evidence gained from the Promoting Active Learning and Mentoring (PALM) Network

Abstract

Here we report on the work of the Promoting Active Learning and Mentoring Network (PALM), a National Science Foundation‐supported project started in 2016 and dedicated to leveraging the expertise found in life science professional societies to provide long‐term mentorship in developing active learning techniques in the classroom. PALM mentees work one‐on‐one with mentors that are seasoned in active learning strategies and travel to their mentor's institution to observe classes, plan modifications for their own classes, and strategize the best active learning techniques that are suited to their class' particular needs. A monthly online journal club and regular opportunities to meet in conjunction with the Society for the Advancement of Biology Education Research (SABER) and ASCB meetings provide a dynamic teaching and learning community for mentees and mentors alike. After their mentorship, mentees are encouraged to work with their colleagues on active learning strategies and to become a PALM mentor to further the spread of effective active learning strategies to an ever‐wider audience.We have assessed the efficacy of PALM mentorship through the use of the Classroom Observation Protocol for Undergraduate STEM (COPUS) protocol (Smith et al., 2013) on pre‐mentorship and post‐mentorship videos of mentee teaching. The COPUS results have revealed a consistent shift in mentee teaching practices from a strict focus on lecture to a more diffuse combination of classroom activities in which the student is more directly active and engaged in the class and the instructor is more directly engaging students in a more personalized manner. While the specific changes in classroom practice vary between individual mentees due to the distinct needs and environments of each class, there is a consistent picture of more student‐centered classrooms that are more engaging and dynamic for both student and instructor. Overall, the COPUS data suggests that the long‐term mentoring strategies brought forth by PALM are an effective and sustainable means to promote the development of active learning techniques among undergraduate biology instructors.Support or Funding InformationNational Science Foundation #1624200This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.