Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking.

  title={Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking.},
  author={Joan Middendorf and David Pace},
  journal={New Directions for Teaching and Learning},
Using the Decoding the Disciplines model, faculty who are deeply ingrained in their disciplinary research answer a series of questions to understand how students think and learn in their field. The cross-disciplinary nature of the process clarifies the thinking for each discipline. 

Figures from this paper

Disciplines, pedagogy, and inquiry‐based learning about teaching
The disciplines contribute in a variety of ways to inquiry-based learning about teaching but they also can be seen as the beneficiaries of such pedagogical work.
The trouble with disciplining disciplines
The author advocates for greater attention to the unspoken, and potentially repressive, dynamics that faculty may rely upon to cultivate a disciplinary identity in the classroom. Being transparentExpand
Decoding the Disciplines: An Approach to Scientific Thinking
The Decoding the Disciplines methodology aims to teach students to think like experts in discipline-specific tasks. The central aspect of the methodology is to identify a bottleneck in the courseExpand
Ethical thinking in a disciplinary context: The ethical development of undergraduates and expectations of tutors in the arts, social and pure sciences
Unpublished conference presentation given at the Society for Research into Higher Education conference 2013 at Celtic Manor, Newport, 11 December 2013.
Coming to Terms with the Meaning of Interdisciplinarity: Faculty Rewards and the Authority of the Discipline
This qualitative case study explores the implementation of interdisciplinarity across the sciences at a liberal arts university in the Southwest, with specific attention to the project’s impact onExpand
A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes
In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in discExpand
Triggering Engagement in SoTL through Threshold Concepts
This essay is a reflection on the effectiveness of the idea of threshold concepts in engaging teaching staff in developing their scholarly teaching and scholarship of learning and teaching. I situateExpand
Overcoming Student Resistance to Learning Research Methods: An Approach Based on Decoding Disciplinary Thinking
The disjuncture between the importance of research methods to the Criminal Justice curriculum and students’ resistance to learning about the topic constitutes an important educational challenge. ThisExpand
Critical thinking is an important learning outcome for higher education, yet the definitions used on campuses and national assessment instruments vary. This article describes a mapping technique thatExpand
Enhancing the success of SOTL research: A case study using modified Problem-Based Learning in social work education
This article describes a study which utilizes Modified Problem-Based Learning (MPBL) as a teaching method in undergraduate social work practice classes. The authors report both qualitative andExpand


Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground.
Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinaryExpand
New Directions in Learning and Motivation.
The foundation of good teaching is attention to student learning. There is much to know about how student learning occurs and how teachers can foster it, but the field has come a long way in twentyExpand
Knowledge and Teaching: Foundations of the New Reform
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, ...
Learning to Think
Part 1: Perspectives on Development and Education Part 2: Teaching and Learning Interactions Part 3: Tools for Thought Part 4: Context and Cognition
Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition.
Getting Started in Classroom Assessment. Classroom Assessment Techniques. Building on What We Have Learned.
Seven Principles for Good Practice in Undergraduate Education
Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he isExpand
Collaborative learning.
Students come to group meetings having worked individually on the assignment and willing to share understandings and come together to produce a final product. Expand
Encouraging Critical Thinking in Business Memos
Fill in the Columns . In the middle column, list each finding you intend to report followed by the evidence and, when appropriate, the rationale that supports it. . In the first column, write downExpand
Situated Cognition and the Culture of Learning
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limitsExpand
How people learn: Brain, mind, experience, and school.
New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum,Expand