Challenges Faced by Immunology Educators in Higher Education and their Responses through an Adapted Conceptual Framework of Teaching Challenges

Kyle S Schutz¹Lauren Wolff²Heather A. Bruns³Danielle Condry⁴Louis Justement³Adam J. Kleinschmit⁵Archana Lal⁶Sumali Pandey⁷Sarah Sletten⁸Becky Sparks-Thissen⁹Rebekah Taylor¹⁰Thiru Vanniasinkam¹¹Justine S. Liepkalns^2*

• ¹University of Colorado Boulder, Boulder, United States
• ²Colorado State University, Fort Collins, United States
• ³The University of Alabama at Birmingham, Birmingham, United States
• ⁴North Dakota State University, Fargo, United States
• ⁵University of Dubuque, Dubuque, United States
• ⁶Labette Community College, Parsons, United States
• ⁷Minnesota State University Moorhead, Moorhead, United States
• ⁸University of North Dakota, Grand Forks, United States
• ⁹Indiana University School of Medicine, Indianapolis, United States
• ¹⁰Frostburg State University, Frostburg, United States
• ¹¹Charles Sturt University, Albury, Australia

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. We surveyed 74 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). 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. 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.