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 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.

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.

There are unique moments in curriculum development when an opportunity for a fresh start or a major turn in design fleetingly presents itself. These moments opened up in different locations across McMaster University at different times and eventually led to several quite different initiatives in inquiry-guided learning (IGL). Well-travelled…

"New Directions for Teaching and Learning" (NDTL) was first published in 1980. Since that time, there have been some changes, but many aspects have remained. NDTL issues are designed for faculty across the disciplines and are written in a way that they can be read easily and widely. This provides an important and distinctive variety of…

The University of Gloucestershire, located in the southwest of the United Kingdom, is a small university with approximately 7,500 full-time students and 400 teaching staff. It has three faculties, all with a professional or applied focus: (1) Media, Art, and Technology; (2) Business, Education, and Professional Studies; and (3) Applied Sciences.…

In 2006, Miami University (Oxford, Ohio) launched a major initiative, the Top 25 Project, to embed inquiry-guided learning (IGL) into its largest-enrollment courses across the university. These are generally entry-level classes and thus affect many students: 75 percent of incoming students on its main campus in 2010 were in at least one Top 25…