Along with the increased interest in self-regulated learning research, there has been a high engrossment in computer-based learning environments that facilitate instruction and promote learning. These two crucial pedagogical approaches have been identified as being valuable to educators and learners. They merit refreshed considerations in light of…

This chapter discusses three important pedagogical strategies: integrating students' funds of knowledge throughout the learning process; exposing students to dominant and critical disciplinary knowledge; and envisioning academic content as a tool supporting students' self-growth, contributions to community/society, and potential contributions to…

This chapter describes four concepts from the learning sciences that provide research-based recommendations for instructional practice. The authors explore how these teaching approaches manifest in different institutional, disciplinary, and course contexts.

This chapter describes how seven disciplinary bottlenecks from four diverse disciplines were analyzed using a phenomenological perspective and includes a discussion of embodied knowing and implications for educators.

Using the TBC, we compared students' and teachers' perceptions of excellent teaching in different disciplines at a private university in Colombia. Faculty and students in all fields rated being respectful and being a good communicator as the two most important qualities of excellent teachers. Differences in students' and faculty's perceptions…

This chapter argues that expert practice is an inquiry that surfaces a hermeneutic relationship between theory, practice, and the world, with implications for new lines of questioning in the Decoding interview.

Deciphering teachers' paths to their disciplinary professional identities can make important elements of their tacit knowledge explicit and available to their students.

This chapter presents the bottlenecks identified by seven faculty members from diverse disciplines and an inductive content analysis of their Decoding interviews. Representative quotations illustrate themes in the interviews and we consider the implications for both faculty development and pedagogical research.

In this chapter we describe the Decoding the Disciplines Faculty Learning Community at Mount Royal University and how Decoding has been used in new and multidisciplinary ways in the various teaching, curriculum, and research projects that are presented in detail in subsequent chapters.