Abstract
This paper describes our experiences with implementing an innovative approach to decoding ourdiscipline, which involves writing dialogue-driven stories that explore authentic, context-rich problemswithin introductory business statistics. Our paper begins by introducing the decoding model created byMiddendorf and Pace (2004). We then explain why we initially chose to write pedagogical stories as ameaningful way to deliver our course material, later discovering that the process also served as analternative means of decoding our discipline. The discussion focuses on our case study, whichinvestigates how the process of writing stories lead to significant benefits for ourselves as instructors. Inparticular, we connect our learning experiences to Middendorf and Pace’s (2004) work on decoding thediscipline, which utilizes a seven-step process to help faculty members interrogate their teachingprocesses for bottleneck concepts. We present our reflections on how the process of writing storiesacted as an effective alternate means of decoding the discipline.
Bibliographic data
Lemieux, C., & Quiring, B. (2021). Revelations from story writing in business statistics: An exercise in decoding. Journal of university teaching and learning practice, 18(2), 1-17.
