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…

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…

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.…