Orphaned pages

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.

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

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