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