How Using Autoethnography Improved My Teaching

Sherrie Steiner

Indiana University, Purdue University Fort Wayne


Acknowledgements: This study was not supported by a grant.

In Institutional Review Board Protocol #1502015725, reviewers determined that the study met the criteria for exemption under 45 CFR 46.101(b)(1).


Research exploring the effectiveness of instructional strategies has increased in recent years (e.g., Steinert, et. al, 2016), but research aimed specifically at understanding factors which influence faculty adoption of innovative teaching pedagogies remain sparse (e.g., Tarlau, 2014). Furthermore, qualitative studies investigating the choice of specific instructional strategies or/and evaluating the effectiveness of how the strategy was implemented remain relatively absent. I decided to use the autoethnographic method as a means to both explore barriers faculty face when attempting to diversify teaching strategies and how these barriers may be overcome. Specifically, I wanted to know how could I implement a strategy designed to increase collaborative learning among my students and how would I need to shift my own classroom teaching style to make this approach effective.


The Approach