View in EDS

Challenges faced by immunology educators in higher education and their responses through an adapted ecological systems framework of teaching challenges.

Saved in:
Bibliographic Details
Title: Challenges faced by immunology educators in higher education and their responses through an adapted ecological systems framework of teaching challenges.
Authors: Schutz, Kyle S.1 (AUTHOR), Wolff, Lauren2 (AUTHOR), Pandey, Sumali3 (AUTHOR), Bruns, Heather A.4 (AUTHOR), Condry, Danielle L. J.5 (AUTHOR), Justement, Louis B.6 (AUTHOR), Kleinschmit, Adam J.7 (AUTHOR), Lal, Archana8 (AUTHOR), Sletten, Sarah9 (AUTHOR), Sparks-Thissen, Rebecca L.10 (AUTHOR), Taylor, Rebekah T.11 (AUTHOR), Vanniasinkam, Thiru12 (AUTHOR), Liepkalns, Justine S.2 (AUTHOR) justine.liepkalns@colostate.edu
Source: Frontiers in Education. 2026, p1-20. 20p.
Subject Terms: *Higher education, *Evidence-based education, *Cognition, *Curriculum, *Biology education, *Professional education
Abstract: Introduction: Advances in our understanding of the immune system have contributed to important progress in the medical field, however gaps in immunology education and training persist. Methods: We surveyed 76 immunology instructors housed in a range of institutions in the United States regarding challenges they face, as well as the solutions they employ using an adapted form of the K-12 conceptual framework of teaching challenges for higher education. Using a mixed method approach, we categorized challenges as extrinsic (outside or under instructor control) or as intrinsic (student cognitive factors). Results: We found that immunology instructors faced challenges that, when compounded or lacking in support, became barriers. We found that immunology was taught in varied formats and contexts, primarily to undergraduate biology majors, with class sizes ranging from under 50 to over 200 students. Interestingly, we found that a large number of instructors did not report having formal training in immunology, highlighting a critical need for professional development in the field. Patterns also emerged suggesting that instructors at smaller institutions encounter additional constraints. Despite these challenges, educators demonstrate creativity and resilience in adapting their teaching practices, which we share. Still, many noted that administrative support could further ease these barriers and assist with instructor retention. We also found that programs and courses have yet to integrate immunology curricula as a result of these challenges. Discussion: This study provides valuable insights for immunology education researchers and offers practical recommendations for instructors and administrators. It also highlights the potential to adapt existing resources from other biology subdisciplines to better support immunology educators—whether they are seasoned experts or new to the field. As the AAAS Vision and Change report emphasizes, evidence-based teaching practices are essential for the future of biology education, and immunology education is only beginning to develop its pedagogical foundation. [ABSTRACT FROM AUTHOR]
Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Introduction: Advances in our understanding of the immune system have contributed to important progress in the medical field, however gaps in immunology education and training persist. Methods: We surveyed 76 immunology instructors housed in a range of institutions in the United States regarding challenges they face, as well as the solutions they employ using an adapted form of the K-12 conceptual framework of teaching challenges for higher education. Using a mixed method approach, we categorized challenges as extrinsic (outside or under instructor control) or as intrinsic (student cognitive factors). Results: We found that immunology instructors faced challenges that, when compounded or lacking in support, became barriers. We found that immunology was taught in varied formats and contexts, primarily to undergraduate biology majors, with class sizes ranging from under 50 to over 200 students. Interestingly, we found that a large number of instructors did not report having formal training in immunology, highlighting a critical need for professional development in the field. Patterns also emerged suggesting that instructors at smaller institutions encounter additional constraints. Despite these challenges, educators demonstrate creativity and resilience in adapting their teaching practices, which we share. Still, many noted that administrative support could further ease these barriers and assist with instructor retention. We also found that programs and courses have yet to integrate immunology curricula as a result of these challenges. Discussion: This study provides valuable insights for immunology education researchers and offers practical recommendations for instructors and administrators. It also highlights the potential to adapt existing resources from other biology subdisciplines to better support immunology educators—whether they are seasoned experts or new to the field. As the AAAS Vision and Change report emphasizes, evidence-based teaching practices are essential for the future of biology education, and immunology education is only beginning to develop its pedagogical foundation. [ABSTRACT FROM AUTHOR]
ISSN:2504284X
DOI:10.3389/feduc.2025.1639366