Abstract
Using case study methodology and autoethnographic methods, this study examines a process of curricular development known as Decoding the Disciplines (Decoding) by documenting the experience of its application in a construction engineering mechanics course. Motivated by the call to integrate what is known about teaching and learning with what is known about engineering, this study provides a detailed example of the Decoding process and illuminates its nuances in order to inform engineering educators who may not be familiar with research-based educational methods. The results indicate that the Decoding process is applicable in the field of construction engineering mechanics, and can provide a solid framework for personal reflection and curricular improvement. This study provides some guidance for applying the Decoding process and a motivation for transforming personal educational practice into a scholarship of teaching and learning. For such scholarship to flourish, there is a need to restructure the rewards system in higher education and implement policy change that encourages a culture of excellence in teaching and learning.
Bibliographic data
Tingerthal, John Steven. Applying the Decoding the Disciplines process to teaching structural mechanics: An autoethnographic case study. Diss. Northern Arizona University, 2013.
External source
https://scholar.google.com/scholar?oi=bibs&cluster=413541486917694943&btnI=1&hl=en
