Abstract
This article explores the adaptation of the Decoding the Disciplines (DtD) framework from its traditional classroom context to the broader institutional arena, specifically targeting student affairs. Originally designed to make disciplinary expert thinking explicit, DtD has been reimagined here to uncover and address hidden institutional bottlenecks that impede student success. Using South Mountain Community College (SMCC) as a case study to explore this adaptation of the DtD framework, we document the transformation of the framework into a tool for diagnosing and decoding complex administrative processes—such as admissions, enrollment, and financial aid—that often present significant challenges for students. At SMCC, the authors engaged in a series of workshops where student affairs staff, redefined as “insiders,” engaged in systematic reflection and cross-departmental collaboration to identify both procedural and emotional barriers. The findings underscore the potential of this adapted framework to reveal tacit institutional knowledge, challenge entrenched assumptions, and promote structural change. This work not only extends the applicability of the DtD model but also offers actionable insights for institutions striving to create more transparent, supportive pathways that foster academic and professional success.
Bibliographic data
Arreguin, A., & Wilson, S. (2025). Reimagining Decoding the Disciplines: Revealing Hidden Expertise in Institutional Practices. Transformative Dialogues: Teaching and Learning Journal, 18(3), 124-134.
