Concept-based Learning in Immunology and Microbiology (CLIMb): an emerging learning progression framework for developing expert-level reasoning about immunity

Ryan Alajoki¹Katherine Kiel¹Hannah Bender²Kyle Duong²Priyanka Taneja²Eric Dreyer²Samantha Eco²Maddy Laoprasert²Arthur Saroyan²Lauren Wolff¹Justine Liepkalns^1*

• ¹Colorado State University, Fort Collins, United States
• ²University of Washington, Seattle, United States

A large and continuously growing body of evidence has led to a call for more active-learning and student-centered pedagogy within higher education. Learning Progression (LP) frameworks are reasoning frameworks that scaffold learning objectives from novice to expert-level reasoning. This study reports on a conceptually coherent and empirically validated LP for the development of immunity by the immune system we refer to as Concept-based Learning in Immunology and Microbiology (CLIMb). We are the first to investigate student thinking about immunology, specifically immunity. We use the qualitative methods of thematic analysis and constant comparative approaches to refine the CLIMb framework through three research cycles. Over 500 survey and interview responses have been collected at two R1 institutions over the course of 3 academic years. We identified levels of achievement (5 total) and organized the range of student thinking, including misconceptions, about immunity into a sequential set of achievable learning objectives mapping a student’s most likely journey towards developing expert-level concept-based reasoning. We identified two progress variables for the understanding of immunity based on the data: (1) applying the concept of the immune system as a coordinated network of cells and molecules and (2) applying the concept of immunological memory as a critical part of protective immunity. Additionally, our work has implications on epistemic cognition, systems thinking and enhancing student understanding of systems, a core concept needed for biological literacy. This multiyear study resulted in a CLIMb framework we present herein to better support immunology instructors and curriculum development in immunology by providing a tool to support the development of concept-based reasoning in their students. The CLIMb framework can be used to build strong assessments, determine effectiveness of interventions, and build effective immunology curricula with incremental learning objectives.