The following pages are not linked from or transcluded into other pages in Decoding the Disciplines.
Showing below up to 50 results in range #51 to #100.
- Developing a Test for Assessing Incoming Students’ Cognitive Competences
- Developing a sequence of tasks in math teaching
- Developing numeracy and problem-solving skills by overcoming learning bottlenecks
- Diagnosing illness
- Die Black Box der Verbindung zwischen Lehre und (Fach-) Wissenschaft in der Digitalität.
- Directional derivative
- Disciplinary Specificity in Engineering Communication: Rhetorical Instruction in an Undergraduate Engineering Research Class
- Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach
- Engaging Faculty for Student Success: The First Year Learning Initiative
- Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines
- Engaging the disengaged: Exploring the use of course- specific learning analytics and nudging to enhance online student engagement
- Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning
- Evaluating the Decoding the Disciplines Paradigm That Is Used for Developing Disciplinary Habits of Mind: A Systematic Literature Review
- Evaluating the Decoding the Disciplines Paradigm that is used for developing disciplinary habits of mind: a systematic literature review
- Evaluating voltages and currents in electrical networks
- Experiential Education and Access-to-Justice within US Law Schools: Designing and Evaluating an Access-to-Justice Service Learning Program within the First-Year Curriculum
- Eye Movements in Programming Education: Analyzing the expert’s gaze
- Facilitating a Faculty Learning Community Using the Decoding the Disciplines Model
- Faculty Development Through Student Learning Initiatives: Lessons Learned
- Finding Key Faculty to Influence Change
- From Knowing the Canon to Developing Skills Engaging with the Decoding the Disciplines Approach
- From reading to thinking: Student lines of thought in a seminar on Christianity and colonialism
- Generating story ideas
- How did I get here? Reflections on learning from multidisciplinary communities of practice
- How does a Historian Read a Scholarly Text and How Do Students Learn to Do the Same
- How to Prepare for an Interview
- How to Solve it? (report)
- How to share
- Impact of Decoding Work within a Professional Program
- Incorporating Decoding the Disciplines into History Teacher Education
- Integrated development of technical and base competencies: Fostering reflection skills in software engineers to be
- Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning
- Intuitions and Instincts: Considerations for Decoding Disciplinary Identities
- Learning Goal
- Learning about Learning-Together
- Learning from Decoding across Disciplines and within Communities of Practice
- Learning to “Think like a Lawyer”: Developing a Metacognitive Model for Legal Reasoning
- Legal Proportionality
- Legal principles
- Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design
- Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts
- Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool
- Mental Processes Utilized by Faculty and Students During Graphical Interpretation
- Metacognition and Disciplinary Thinking
- Minutes
- More than limited learning: The case for focusing on the disciplines
- Moving beyond the threshold: A TLRI final report 2014–16
- Musical style
- Necessary conditions for learning? Modes of representation and the disciplinary discourse of university science
- Nothing Ordinary About It: The Mass Proper as Early Music Jigsaw Puzzle
