---
_id: '61944'
abstract:
- lang: eng
  text: his article describes a new student-based approach to Decoding and Disrupting.
    This approach consists of an educational programme that works with a multidisciplinary
    group of undergraduate students, so-called Culture Fellows. In the programme,
    the students learn about theories on disciplinary cultures and their practices,
    Decoding the Disciplines, and communication. The programme focuses on the implicitness
    of disciplinary practices and how to explore them, i.e., it seeks to address the
    importance of making disciplinary practices, norms, and values more accessible
    to students. Within the programme, the Culture Fellows use a student-based variant
    of the Decoding the Disciplines Paradigm that we call ‘Culture Quest’. The Culture
    Quest supplies students with the tools to question, explore, and decode their
    respective disciplines and practices. Disciplinary practices often remain implicit
    because lecturers, with their wealth of experience and expertise in their discipline,
    may be operationally blind and thus no longer aware of the fact that certain practices
    might need to be explained. This lack of explanation or explicitness can lead
    to students feeling bewildered, confused or puzzled. The Culture Fellows and in
    particular the Culture Quest can encourage dialogue about and exploration of disciplinary
    cultures and their practices and can thus allow students to grasp the implicit
    cultural norms and expectations within their respective disciplines more clearly.
    The Culture Fellows and the Culture Quest provide students – and maybe even lecturers
    – with opportunities to engage with and reflect on teaching and learning strategies
    and practices.
author:
- first_name: Sabrina
  full_name: Schmöckel, Sabrina
  id: '37149'
  last_name: Schmöckel
  orcid: 'https://orcid.org/0009-0002-4146-0591 '
- first_name: Ingrid
  full_name: Scharlau, Ingrid
  id: '451'
  last_name: Scharlau
  orcid: 0000-0003-2364-9489
citation:
  ama: 'Schmöckel S, Scharlau I. No Student Should Be an Island: A Peer-Approach to
    Decoding and Disrupting. <i>Transformative Dialogues: Teaching and Learning Journal</i>.
    2025;18(3):98-115. doi:<a href="https://doi.org/10.59236/td2025vol18iss31913">10.59236/td2025vol18iss31913</a>'
  apa: 'Schmöckel, S., &#38; Scharlau, I. (2025). No Student Should Be an Island:
    A Peer-Approach to Decoding and Disrupting. <i>Transformative Dialogues: Teaching
    and Learning Journal</i>, <i>18</i>(3), 98–115. <a href="https://doi.org/10.59236/td2025vol18iss31913">https://doi.org/10.59236/td2025vol18iss31913</a>'
  bibtex: '@article{Schmöckel_Scharlau_2025, title={No Student Should Be an Island:
    A Peer-Approach to Decoding and Disrupting}, volume={18}, DOI={<a href="https://doi.org/10.59236/td2025vol18iss31913">10.59236/td2025vol18iss31913</a>},
    number={3}, journal={Transformative Dialogues: Teaching and Learning Journal},
    publisher={Penn State University Libraries}, author={Schmöckel, Sabrina and Scharlau,
    Ingrid}, year={2025}, pages={98–115} }'
  chicago: 'Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island:
    A Peer-Approach to Decoding and Disrupting.” <i>Transformative Dialogues: Teaching
    and Learning Journal</i> 18, no. 3 (2025): 98–115. <a href="https://doi.org/10.59236/td2025vol18iss31913">https://doi.org/10.59236/td2025vol18iss31913</a>.'
  ieee: 'S. Schmöckel and I. Scharlau, “No Student Should Be an Island: A Peer-Approach
    to Decoding and Disrupting,” <i>Transformative Dialogues: Teaching and Learning
    Journal</i>, vol. 18, no. 3, pp. 98–115, 2025, doi: <a href="https://doi.org/10.59236/td2025vol18iss31913">10.59236/td2025vol18iss31913</a>.'
  mla: 'Schmöckel, Sabrina, and Ingrid Scharlau. “No Student Should Be an Island:
    A Peer-Approach to Decoding and Disrupting.” <i>Transformative Dialogues: Teaching
    and Learning Journal</i>, vol. 18, no. 3, Penn State University Libraries, 2025,
    pp. 98–115, doi:<a href="https://doi.org/10.59236/td2025vol18iss31913">10.59236/td2025vol18iss31913</a>.'
  short: 'S. Schmöckel, I. Scharlau, Transformative Dialogues: Teaching and Learning
    Journal 18 (2025) 98–115.'
date_created: 2025-10-23T18:11:48Z
date_updated: 2025-11-14T14:18:33Z
department:
- _id: '424'
doi: 10.59236/td2025vol18iss31913
intvolume: '        18'
issue: '3'
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 98-115
project:
- _id: '912'
  name: Digitalisierung als Herausforderung und Innovation in der Hochschullehre (DigiSELF),
    Teilprojekt 2 „Entwicklung eines Programms studentischer „Culture Fellows“ zur
    Unterstützung in komplexen Lehr-, Lern-, und Prüfungssettings“
publication: 'Transformative Dialogues: Teaching and Learning Journal'
publication_identifier:
  issn:
  - 1918-0853
publication_status: published
publisher: Penn State University Libraries
quality_controlled: '1'
related_material:
  link:
  - relation: confirmation
    url: https://journals.psu.edu/td/article/view/1913
status: public
title: 'No Student Should Be an Island: A Peer-Approach to Decoding and Disrupting'
type: journal_article
user_id: '37149'
volume: 18
year: '2025'
...
---
_id: '62204'
author:
- first_name: Sabrina
  full_name: Schmöckel, Sabrina
  id: '37149'
  last_name: Schmöckel
  orcid: 'https://orcid.org/0009-0002-4146-0591 '
citation:
  ama: Schmöckel S. Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische
    Äußerungen zu Fachkulturen. <i>die hochschullehre</i>.
  apa: Schmöckel, S. (n.d.). Hör mal, wer da spricht – Eine dialogische Perspektive
    auf studentische Äußerungen zu Fachkulturen. <i>die hochschullehre</i>.
  bibtex: '@article{Schmöckel, title={Hör mal, wer da spricht – Eine dialogische Perspektive
    auf studentische Äußerungen zu Fachkulturen}, journal={die hochschullehre}, author={Schmöckel,
    Sabrina} }'
  chicago: Schmöckel, Sabrina. “Hör mal, wer da spricht – Eine dialogische Perspektive
    auf studentische Äußerungen zu Fachkulturen.” <i>die hochschullehre</i>, n.d.
  ieee: S. Schmöckel, “Hör mal, wer da spricht – Eine dialogische Perspektive auf
    studentische Äußerungen zu Fachkulturen,” <i>die hochschullehre</i>.
  mla: Schmöckel, Sabrina. “Hör mal, wer da spricht – Eine dialogische Perspektive
    auf studentische Äußerungen zu Fachkulturen.” <i>die hochschullehre</i>.
  short: S. Schmöckel, die hochschullehre (n.d.).
date_created: 2025-11-14T14:24:28Z
date_updated: 2025-11-14T14:25:35Z
department:
- _id: '424'
language:
- iso: ger
project:
- _id: '912'
  name: Digitalisierung als Herausforderung und Innovation in der Hochschullehre (DigiSELF),
    Teilprojekt 2 „Entwicklung eines Programms studentischer „Culture Fellows“ zur
    Unterstützung in komplexen Lehr-, Lern-, und Prüfungssettings“
publication: die hochschullehre
publication_status: accepted
status: public
title: Hör mal, wer da spricht – Eine dialogische Perspektive auf studentische Äußerungen
  zu Fachkulturen
type: journal_article
user_id: '37149'
year: '2025'
...