Since its inception in the late 1990s the Decoding the Disciplines approach has been used by instructors, faculty developers, and educational researchers in at least nine countries as a means of increasing student learning and as a framework for research in the scholarship of teaching and learning. Beginning with a focus on specific bottlenecks to learning, practitioners of Decoding conduct systematic analysis of the kinds of mental operations that students must master to overcome these obstacles, model and provide practice of these skills, deal with emotional resistance to learning, and assess the results. If you are interested in learning more about how others are using this paradigm or in networking with other scholars of teaching and learning in this field, please.
Chair: David Pace (dpace@indiana.edu)