TY - CONF
T1 - Understanding engineering educators' pedagogical transformations through the hero's journey
AU - Boklage, Audrey
AU - Coley, Brooke
AU - Kellam, Nadia
N1 - Funding Information:
This upset Donna because it left her uncertain of how to proceed. She was expected to apply for a ACREER waard saa aprt of the tenure rpocess, but here hse aws ebing ltd oatthe r h research had no place in the competition. As Supernatural Aid would have it, Donna serendipitously encountered a colleague that was known to be a mentor to everyone while in thefocfeifon othaeroclleague, just shortlyafterreceivingthediscouragingnews. When asked how she was doing she shared her frustration with the news she had just received. Unbeknownst to her, the mentor described a unique opportunity for her to apply her research for a ACREER ward inaEngineering Education, which was a new venue for similar work at the mte. Di onna ermembered ethrucnch nad lfflmuient of that exchange, “I had two eweks to write the thing. I wrote it. I submitted it. It wasn't the best grant proposal ever written, but they funded t.” iAlthough she described funding it as a potential risk for the NSF Program Officer, throughitshwaard, Donnaonwahd avfeieyarnfdeudersearchrpogram toxeplorehwat it would mean to adopt bell hooks-like pedagogies in Engineering Education.
Publisher Copyright:
Copyright © 2017 Authors' names.
PY - 2017
Y1 - 2017
N2 - Many faculty wish to create better learning environments for their students. Particularly, in Engineering Education, where traditional approaches to learning have been associated with limited engagement for many students. This study investigates the journeys taken by Engineering faculty at various United States higher education institutions to adopt student-centred pedagogies in the classroom using Dewey's Theory of Experience as a theoretical framework and Joseph Campbell's Hero's Journey as a structural way to construct and analyse narratives. Two narratives are highlighted in this paper to elucidate a better understanding of the process to successfully adopting pedagogies, including, for example, the different ways faculty experience their calls to adventure, their road of trials, and their ultimate boons. These journeys shed light on the stages involved in the process, how individuals interact with the environment to evolve over time, and the ways in which the vision for change impacts the way the journey unfolds.
AB - Many faculty wish to create better learning environments for their students. Particularly, in Engineering Education, where traditional approaches to learning have been associated with limited engagement for many students. This study investigates the journeys taken by Engineering faculty at various United States higher education institutions to adopt student-centred pedagogies in the classroom using Dewey's Theory of Experience as a theoretical framework and Joseph Campbell's Hero's Journey as a structural way to construct and analyse narratives. Two narratives are highlighted in this paper to elucidate a better understanding of the process to successfully adopting pedagogies, including, for example, the different ways faculty experience their calls to adventure, their road of trials, and their ultimate boons. These journeys shed light on the stages involved in the process, how individuals interact with the environment to evolve over time, and the ways in which the vision for change impacts the way the journey unfolds.
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M3 - Paper
AN - SCOPUS:85034269770
T2 - 2017 Research in Engineering Education Symposium, REES 2017
Y2 - 6 July 2017 through 8 July 2017
ER -