From vision to action: a theory of change for introductory biology education reform

Calls for reform in undergraduate biology education, such as Vision and Change, advocate for student-centered learning that emphasizes core concepts and scientific practices. Yet, translating these calls into lasting curricular transformation remains a complex, context-dependent challenge. In this paper, we describe how our department developed and implemented a new introductory biology course sequence using a theory of change (ToC) to guide a second-order, department-wide reform effort. Our ToC was grounded in organizational and educational change theories and emphasized three core arguments: (i) starting from scratch to disrupt previous frameworks, (ii) employing a design thinking process to foster innovation and consensus, and (iii) engaging in intentional knowledge sharing to elicit faculty contributions and a shared vision. The ToC guided a vision phase in which we engaged stakeholders and developed a new conceptual framework that set broad goals for an ideal course sequence; a development phase, where we creatively brainstormed proposals without constraints until a consensus emerged; and an implementation phase, which resulted in a course sequence consisting of two unique lecture-based courses and two research-focused laboratory courses. The new structure emphasized research engagement, active learning, and integration across biological scales, aligning with both departmental values and Vision and Change principles. Ongoing communication ensured strong faculty investment and sustained implementation. Seven years after adoption, the sequence continues to receive broad support and has led to improved student satisfaction and retention. By sharing our ToC-driven approach, we offer a practical, adaptable model for departments seeking to enact meaningful, long-term change in undergraduate biology education.