Understanding engineering educators’ pedagogical transformations through the Hero’s Journey

Audrey Boklage, Brooke Coley, Nadia Kellam

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    Many engineering education research faculty have put much effort into providing empirical evidence demonstrating the success of student-centred teaching strategies in the hopes that this evidence will result in widespread changes of engineering teaching practices. Unfortunately, these student-centred strategies have not been widely adopted as many engineering faculty still rely heavily on traditional lectures. In this study, we investigate three engineering faculty who have successfully made the transition to student-centred teaching strategies to uncover the complexities and nuances through their stories. This study uses 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 of participant’s journeys. These engineering faculty narratives shed light on the stages involved in the process of changing teaching practices and how individuals interact with the environment to evolve over time.

    Original languageEnglish (US)
    JournalEuropean Journal of Engineering Education
    DOIs
    StateAccepted/In press - Jan 1 2018

    Fingerprint

    Teaching
    educator
    engineering
    Students
    teaching strategy
    teaching practice
    Engineering education
    process of teaching
    narrative
    student
    evidence
    education
    experience

    Keywords

    • active learning
    • faculty development
    • Higher education
    • institutional culture
    • instructional change

    ASJC Scopus subject areas

    • Education
    • Engineering(all)

    Cite this

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