The Molecular Case Network (MCN) connects biology and chemistry educators and fosters collaboration to create narratives that enhance interdisciplinary teaching and learning while providing support for their professional development. This research presents a case study of 10 MCN participants who were interviewed about their experiences creating interdisciplinary educational case studies to implement in their courses. These lessons aid the teaching of the content material and technology in a real-world context. These educators are considered expert participants and bring diverse perspectives and experience, allowing them to contribute unique ideas and create multifaceted case studies. Our objectives are to articulate the definition of molecular storytelling through the instructors’ perspective, gauge the instructors' confidence in the interdisciplinary teaching of biochemistry, and examine their self-efficacy in implementing the molecular case study with technology. We used a thematic analysis when looking at the interviews to identify common sentiments and refine them into themes to better understand the relationship between the participants' experiences. Through analysis of the interviews with the participants, we found major themes about the usefulness of technology and the importance of a strong leader in building confidence in both the technology and the writing of the case studies. We explore each unique narrative to find what motivates, excites, frustrates, and ultimately leads to the success of each instructor. By exploring these areas, we aim to provide insights that can help improve education in the relevant scientific disciplines. By understanding the factors that influence the success of these educators we hope to inform the MCN to help strengthen and expand their success long term.

The use of data visualizations in qualitative research varies widely across disciplines, yet there is little consensus on how these visuals are constructed, evaluated, or effectively integrated. This project employs a data-driven literature review to systematically explore these differences and examine the broader intersection of qualitative research and data visualization. We analyze existing studies from qualitative research journals and evaluate them through the Grammar of Graphics framework. Rather than establishing a rigid standard, this research develops a systematic approach to assess and enhance how qualitative data visualizations are used. By mapping various qualitative fields along a spectrum, we identify key factors—such as disciplinary norms, methodological choices, and technological advancements—that influence the adoption and presentation of data visuals. The produced framework does not merely classify the presence of visualizations but examines their function, effectiveness, and alignment with different epistemological stances. Ultimately, this study aims to improve the clarity, accessibility, and impact of qualitative findings by providing a structured understanding of how data visualizations are utilized. By systematically mapping these variations, this study not only reveals the diverse ways qualitative research engages with visualization but also provides a foundation for more intentional and impactful integration, ensuring that visual tools enhance both the interpretability and communicative power of qualitative findings across disciplines. This study is ongoing, and we will present preliminary findings and their implications on the relationship between qualitative research and data visualization.