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Showing below up to 50 results in range #51 to #100.

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51. Design patterns for faculty development
52. Designing first-year sociology curricula and practice
53. Developing a Test for Assessing Incoming Students’ Cognitive Competences
54. Developing numeracy and problem-solving skills by overcoming learning bottlenecks
55. Die Black Box der Verbindung zwischen Lehre und (Fach-) Wissenschaft in der Digitalität.
56. Directional derivative
57. Disciplinary Specificity in Engineering Communication: Rhetorical Instruction in an Undergraduate Engineering Research Class
58. Easing Entry into the Scholarship of Teaching and Learning Through Focused Assessments: The “Decoding the Disciplines” Approach
59. Einflüsse von Decoding the Disciplines auf die Gestaltung von Lehr- und Lernprozessen
60. Engaging Faculty for Student Success: The First Year Learning Initiative
61. Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines
62. Engaging the disengaged: Exploring the use of course- specific learning analytics and nudging to enhance online student engagement
63. Equity-minded faculty development: An intersectional identity-conscious community of practice model for faculty learning
64. Evaluating the Decoding the Disciplines Paradigm That Is Used for Developing Disciplinary Habits of Mind: A Systematic Literature Review
65. Evaluating the Decoding the Disciplines Paradigm that is used for developing disciplinary habits of mind: a systematic literature review
66. Evaluating voltages and currents in electrical networks
67. Eye Movements in Programming Education: Analyzing the expert’s gaze
68. Facilitating a Faculty Learning Community Using the Decoding the Disciplines Model
69. Faculty Development Through Student Learning Initiatives: Lessons Learned
70. Finding Key Faculty to Influence Change
71. From Derivative to Proportionality
72. From Knowing the Canon to Developing Skills Engaging with the Decoding the Disciplines Approach
73. From reading to thinking: Student lines of thought in a seminar on Christianity and colonialism
74. Hartnäckige Lernhürden decodieren und Verständnis-Brücken für Studierende bauen
75. Heat, temperature and internal energy
76. History of the American Home
77. How Many Sources Do I Need?
78. How did I get here? Reflections on learning from multidisciplinary communities of practice
79. How to Solve it? (report)
80. How to decode student bottlenecks to learning in computer science
81. How to share
82. Impact of Decoding Work within a Professional Program
83. Incorporating Decoding the Disciplines into History Teacher Education
84. Integrated development of technical and base competencies: Fostering reflection skills in software engineers to be
85. Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning
86. Intuitions and Instincts: Considerations for Decoding Disciplinary Identities
87. Is it possible to identify student bottlenecks using quality management tools?
88. Learning about Learning-Together
89. Lehrendenlerngemeinschaften als Ort und Gegenstand von SoTL
90. Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design
91. Looking back to move ahead: How students learn deep geological time by predicting future environmental impacts
92. Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise
93. Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool
94. Mental Processes Utilized by Faculty and Students During Graphical Interpretation
95. Metacognition and Disciplinary Thinking
96. Moving beyond the threshold: A TLRI final report 2014–16
97. Name
98. Necessary conditions for learning? Modes of representation and the disciplinary discourse of university science
99. Nothing Ordinary About It: The Mass Proper as Early Music Jigsaw Puzzle
100. On the Integration of Agile Practices into Teaching: an approach to overcoming teaching and learning challenges of programming

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