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.

Two lessons from comparable undergraduate courses in physics and engineering are analyzed to identify content, issues emphasized, and concepts used. Differences reflecting the pure nature of one field (physics) in contrast to the applied nature of the other are identified. Implications for classroom instruction and for research on college teaching…