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Showing below up to 50 results in range #101 to #150.

101. Evaluating the Decoding the Disciplines Paradigm That Is Used for Developing Disciplinary Habits of Mind: A Systematic Literature Review (15:37, 15 December 2024)
102. Beyond Decoding the Disciplines 1.0: New Directions for the Paradigm (15:38, 15 December 2024)
103. Adaption for School? (15:48, 15 December 2024)
104. How Many Sources Do I Need? (15:50, 15 December 2024)
105. Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design (17:27, 15 December 2024)
106. Faculty Development Through Student Learning Initiatives: Lessons Learned (17:39, 15 December 2024)
107. Learning about Learning-Together (18:23, 15 December 2024)
108. How did I get here? Reflections on learning from multidisciplinary communities of practice (18:27, 15 December 2024)
109. Engaging Faculty for Student Success: The First Year Learning Initiative (18:30, 15 December 2024)
110. Facilitating a Faculty Learning Community Using the Decoding the Disciplines Model (18:35, 15 December 2024)
111. Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning (18:37, 15 December 2024)
112. Overview of Decoding the Disciplines (18:49, 15 December 2024)
113. Communities of decoding: Using the Decoding the Disciplines paradigm to create faculty learning communities on three continents (18:55, 15 December 2024)
114. Towards Writing Enriched Curricula at Bielefeld University, Germany: An Educational Design Research Study (19:13, 15 December 2024)
115. The Educational Development Interview: a guided conversation supporting professional learning about teaching practice in higher education (19:24, 15 December 2024)
116. Uncovering Ways of Thinking, Practicing, and Being through Decoding across Disciplines (14:24, 16 December 2024)
117. Intuitions and Instincts: Considerations for Decoding Disciplinary Identities (14:29, 16 December 2024)
118. What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom (14:34, 16 December 2024)
119. Decoding the Assessment of Student Learning (14:37, 16 December 2024)
120. Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach (14:41, 16 December 2024)
121. Engaging the disengaged: Exploring the use of course- specific learning analytics and nudging to enhance online student engagement (14:44, 16 December 2024)
122. A Case Study on Experiential Learning in a First-Year General Education Course (14:45, 16 December 2024)
123. Critical Inquiry and the First Year: Reconceptualizing the Aims of Transitions Pedagogies (14:48, 16 December 2024)
124. Decoding Ourselves (14:51, 16 December 2024)
125. Building Bridges from the Decoding Interview to Teaching Practice (14:54, 16 December 2024)
126. Decoding and Disclosure in Students-as-Partners Research: A Case Study of the Political Science Literature Review (14:57, 16 December 2024)
127. Mental Processes Utilized by Faculty and Students During Graphical Interpretation (14:58, 16 December 2024)
128. Incorporating Decoding the Disciplines into History Teacher Education (14:58, 16 December 2024)
129. Reflection for helping students learn disciplinary paths of analytical thinking (15:31, 16 December 2024)
130. Assessing While Learning: Teacher Candidates in the History Classroom (15:49, 16 December 2024)
131. Threshold concepts and core competences in the library and information science (LIS) domain: Methodologies for discovery (17:56, 16 December 2024)
132. Acquiring search expertise: Learning experiences and threshold concepts (18:02, 16 December 2024)
133. A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice (18:07, 16 December 2024)
134. Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards (18:08, 16 December 2024)
135. Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines (18:14, 16 December 2024)
136. What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts (18:19, 16 December 2024)
137. Moving beyond the threshold: A TLRI final report 2014–16 (18:19, 16 December 2024)
138. Sampling distributions as a threshold concept in learning classical statistical inference: an evaluative case study report (18:20, 16 December 2024)
139. Triggering engagement in SoTL through threshold concepts (18:28, 16 December 2024)
140. Threshold Concepts: Informing the Curriculum (18:29, 16 December 2024)
141. Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students (18:33, 16 December 2024)
142. A Tale of Two Thresholds (18:41, 16 December 2024)
143. Threshold Concepts in Literary Studies (18:44, 16 December 2024)
144. Teaching the history threshold learning outcomes to first-year students (18:46, 16 December 2024)
145. The Decoding Interview, Live and Unplugged (13:53, 21 December 2024)
146. Using US Tuning to effect: The American historical association’s Tuning project and the first year research paper (14:58, 21 December 2024)
147. Vad vill vi att studenterna ska kunna göra? Avtäckningsmodellen i praktiken (16:05, 21 December 2024)
148. From Knowing the Canon to Developing Skills Engaging with the Decoding the Disciplines Approach (16:12, 21 December 2024)
149. What use is SoTL?: Using the scholarship of teaching and learning to develop a curriculum for first year university history classes (18:33, 21 December 2024)
150. Challenges of the large survey subject: teaching and learning how to read history (19:54, 21 December 2024)