Resources for Decoding History
Bibliography of Works on Decoding History
Díaz, Arlene, and Leah Shopkow. 2014. “A Tale of Two Thresholds.” Paper presented at the Fifth Biennial International Threshold Concepts Conference, Durham University, UK, 10 July 2014.
Díaz, Arlene, Joan Middendorf, David Pace, and Leah Shopkow, “The History Learning Project: A Department “Decodes” Its Students,” Journal of American History, Vol. 94, No. 4 (March 2008), pp.1211-1224.
Grim, Valerie, David Pace, and Leah Shopkow, “Learning to Use Evidence in the Study of History” in David Pace and Joan Middnedorf, Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking (New Directions in Teaching and Learning, Vol. 98 (Fall 2004) pp.57-65.
Middendorf, Joan and David Pace, “Just in Time Teaching in History” in Scott Simkins and Mark Maier, Just in Time Teaching Across the Disciplines (Sterling, VA.: Stylus Publishing, 2009).
Middendorf, Joan and David Pace, “Making Thinking Explicit: A History Department Decodes Its Discipline,” National Teaching and Learning Forum, Vol.16, No.2 (February 2007)
Middendorf, Joan, Jolanta Mickutė, Tara Saunders, José Najar, Andrew E Clark-Huckstep, David Pace, and with Keith Eberly and Nicole McGrath, “What’s feeling got to do with it? Decoding emotional bottlenecks in the history classroom,” Arts and Humanities in Higher Education, 14 (April 2015) pp.166-180.
Neumann, Friederike, “How does a Historian Read a Scholarly Text and How Do Students Learn to Do the Same,” in David Ludvigsson and Alan Booth, Enriching History Teaching and Learning: Challenges, Possibilities, Practice (Linköping Sweden: Linköping University, 2015), pp. 67-83. (The full text of this volume may be found at http://liu.diva-portal.org/smash/get/diva2:786270/FULLTEXT01.pdf)
Pace, David, “Assessment in History: The case for Decoding” the discipline, Journal of the Scholarship of Teaching and Learning, Vol. 11, No. 3, August 2011, pp. 107 – 119.
Pace, David, “Decoding Historical Evidence,” in David Ludvigsson, ed., Enhancing Student Learning in History. Perspectives on University History Teaching (University of Uppsala, Sweden: Swedish Science Press, 2012), pp.49-62.
Pace, David, “Decoding the Reading of History: An Example of the Process” in David Pace and Joan Middendorf, Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking (New Directions in Teaching and Learning, Vol. 98 (Fall 2004), pp.13-22.
Pace, David, “Opening History’s ‘Black Boxes’: Decoding the Disciplinary Unconscious of Historians” in Carolin Kreber, ed., Teaching and Learning Within and Beyond disciplinary boundaries (London: Routledge, 2008), pp.96-104.
Pace, David, “Prezi and Decoding of History,” in Quick Hits: Teaching with Technology (Indiana University Press, 2012), pp. 91-92.
Pace, David, ““Controlled Fission: Teaching Supercharged Subjects,” College Teaching, Vol. 51 Issue 2 (Spring 2003), pp. 42-45.
Schlegel, Whitney M. and David Pace, “Using Collaborative Learning Teams to Decode Disciplines: Physiology and History,” in David Pace and Joan Middendorf, eds., Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking (New Directions in Teaching and Learning, Vol. 98 (Fall 2004), pp.75-83.
Shopkow, Leah (2010). “What ‘Decoding the Disciplines’ has to offer ‘Threshold Concepts,’” in Threshold Concepts and Transformational Learning, ed. Jan H. F. Meyer, Ray Land, & Catherine Baillie (Rotterdam: Sense Publications), 317-32.