Decoding the Disciplines, a program designed to help instructors increase learning in their courses, provides a framework for identifying and remedying course elements that are most problematic for students. Decoding is a seven-step process in which instructors: 1. identify a bottleneck of learning, 2. make explicit the mental operations required to overcome the obstacle, 3. model the required steps for students, 4. give them practice at these skills, 5. deal with emotional bottlenecks that interfere with learning, 6. assess the success of their efforts, and 7. share the results. Providing detailed information so that readers may develop effective models of practice, this volume provides examples and evidence of the ways the framework has been applied across disciplines and used to inform teaching, curriculum, and pedagogical research initiatives. It outlines how various communities of practice got started, describes the analyses of three different collections of Decoding interviews, extends the Decoding framework using different theoretical lenses, and connects the learning to practical applications for teachers and scholars in higher education. This is the 150th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Teaching and learning in a college setting has never been more challenging. How can instructors reach out to their students and fully engage them in the conversation? Applicable to multiple disciplines, the Decoding the Disciplines Paradigm offers a radically new model for helping students respond to the challenges of college and provides a framework for understanding why students find academic life so arduous. Teachers can help their pupils overcome obstacles by identifying bottlenecks to learning and systematically exploring the steps needed to overcome these obstacles. Often, experts find it difficult to define the mental operations necessary to master their discipline because they have become so automatic that they are invisible. However, once these mental operations have been made explicit, the teacher can model them for students, create opportunities for practice and feedback, manage additional emotional obstacles, assess results, and share what has been learned with others.

Since the first literature about the Threshold Concepts Framework was published in 2003, a considerable body of educational research into this topic has grown internationally across a wide range of disciplines and professional fields. Successful negotiation of a threshold concept can be seen as crossing boundaries into new conceptual space, or as a portal opening up new and previously inaccessible ways of thinking about something. In this unfamiliar conceptual terrain, fresh insights and perceptions come into view, and access is gained to new discourses. This frequently entails encounters with ‘troublesome knowledge’, knowledge which provokes a liminal phase of transition in which new understandings must be integrated and, importantly, prior conceptions relinquished. There is often double trouble, in that letting go of a prevailing familiar view frequently involves a discomfiting change in the subjectivity of the learner. We become what we know. It is a space in which the learner might become ‘stuck’. Threshold Concepts on the Edge, the fifth volume in a series on this subject, discusses the new directions of this research. Its six sections address issues that arise in relation to theoretical development, liminal space, ontological transformations, curriculum, interdisciplinarity and aspects of writing across learning thresholds.

The book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with scholarly concepts and theories, to re‑imagine curricula for the changing times. Now, more than ever in the history of higher education, curriculum practices and processes need to be shared; the findings of research undertaken on curriculum need to be disseminated to inform curriculum work. We hope the book will enable readers to look beyond their contextual difficulties and constraints, to find spaces where they can dream, and begin to implement, innovative and creative solutions to what may seem like intractable challenges or difficulties.

"Decoding the Disciplines is a widely-used and proven methodology that prompts teachers to identify the bottlenecks - the places where students get stuck - that impede learners' paths to expert thinking in a discipline. The process is based on recognizing the gap between novice learning and expert thinking, and uncovering tacit knowledge that may not be made manifest in teaching. Through 'decoding', implicit expert knowledge can be turned into explicit mental tasks, and made available to students. This book presents a seven-step process for uncovering bottlenecks and determining the most effective way to enable students to surmount them. The authors explain how to apply the seven steps of Decoding the Disciplines - how to identify bottlenecks, unpack the critical thinking of experts, teach students how to do this kind of thinking, and how to evaluate the degree to which students have learned to do it. They provide in-depth descriptions of each step and, at the end of each chapter, at least one exercise the reader can do on his or her own. Because the decoding process works well with groups, they also provide exercises for leading groups through the process, making available to informal groups as well as groups led by professional developers, the tools to transform their understanding of teaching and learning by getting the student view that they refer to as 'the bottleneck perspective'. Because it focuses on the mental moves that underlie the cognitive competencies we want students to develop, spelling out what critical thinking consists of for any field, the methodology helps teachers to get beyond focus on content delivery and transmission and provides criteria to select from the bewildering array of teaching tools the methods most appropriate to what they are teaching. This is a book for faculty who want their students to develop disciplinary forms of reasoning, and are moreover interested in a methodology with the potential to transform and reinvigorate their teaching."--Provided by publisher.

The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.

What are the foundational moments of meaningful scholarship of teaching and learning (SoTL) projects? How do teacher-scholars collect, develop, and share useful insights about student learning? How do they work through the pinch points that frustrate, confuse, or elude many SoTL practitioners? By unpacking SoTL processes through rich narratives that illustrate what they look like, this collection offers inspiration to anyone at any stage of engagement with SoTL.This book takes discussions of SoTL to a new level. Its subtitle reflects the microscopic lenses SoTL processes can apply to student learning experiences to understand how they happen, what they look like, what they mean, and what we can do about them. Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a SoTL primer documenting how practitioners have intentionally thought through key moments in their work. These procedural vignettes present powerful examples of what doing SoTL looks like when done well.The authors represent a range of disciplines (the humanities, social sciences, natural sciences, and professions) and a mixture of familiar and unfamiliar names. Nancy Chick has selected contributions that compellingly illuminate why their authors focused on a particular critical moment, the questions they asked as they refined their approaches, and the theoretical and observational tools they employed to conduct their research. Each introduces a specific critical moment in doing SoTL, taking the reader through the author’s reflections, concerns, and choices in doing meaningful SoTL work.The aim is to support potential practitioners, inform educational developers who teach new SoTL practitioners, and inspire experienced SoTL scholars to reflect on their own practice. This is a compelling collection for anyone interested in practitioner reflection, intentional design, and advancing the field of SoTL and the quality of teaching and learning.