(774.2) The Promoting Active Learning & Mentoring (PALM) Research Coordination Network Supports the Design and Implementation of Active Learning Strategies, while Increasing Educator Confidence

Poster Board Number: E626

Kathryn Johnson (Trail Build, LLC), Tawnya Cary (Beloit College), Sue Wick (University of Minnesota-Twin Cities), Margaret Stieben (American Physiological Society)

The Promoting Active Learning amp; Mentoring (PALM) Research Coordination Network supports current and aspiring biological science educators (PALM Fellows) who seek to incorporate active learning strategies into their undergraduate courses. Through the collaboration of professional scientific societies and educators, PALM Fellows are provided one-on-one guidance by PALM Mentors, educators experienced in curricular reform. This 4–12-month mentorship includes PALM Fellows observing, either virtually or in-person, PALM Mentors applying active learning strategies in their own classrooms. PALM Fellows work with their PALM Mentors to design, implement, and assess active learning course modules adapted to the needs of the PALM Fellows and their students. Additional mentorship and professional network development are provided to PALM Fellows in the form of regular journal club meetings and group gatherings with other current and former PALM Fellows and Mentors. Over five years, 54 PALM Fellows have received individualized mentoring and assistance in the development and implementation of active learning strategies. At the completion of one year as a PALM Fellow, participants (n=17) were surveyed to determine changes in their teaching approaches that can be attributed to the PALM Network. When asked to rate their confidence since starting their work with the PALM Network, 82% responded that they have more confidence (as indicated by the response of a 7 or 6 on a 7-point Likert scale) in their understanding of active learning, 88% have more confidence in their ability to incorporate active learning in their teaching, and 71% have more confidence in their understanding of backward design. Additionally, after one year in the PALM Network, all participants (given the option of yes, no, or not sure) responded that they had developed an active learning course module, and 82% had implemented their active learning module in their own classroom. Therefore, the PALM Network successfully supports the design and implementation of active learning strategies in the classrooms of educators seeking to reform their teaching, as well as increasing educator confidence in their ability to do this work.

Support or Funding Information

This network is funded by NSF-RCN-UBE #1624200, including a sub-award to the American Physiological Society.

This network is funded by NSF-RCN-UBE #1624200, including a sub-award to the American Physiological Society.lt;brgt;