Threshold Concepts in the Moment

Jason P. Davies, Ph.D. (1999), UCL, is Associate Professor (Teaching) at UCL. He has published on ancient history, interdisciplinarity, HE pedagogy, and threshold concepts. He co-edited Teaching and Learning in Higher Education: Perspectives from UCL (UCL IOE Press, 2018).Elia Gironacci, Ph.D. (2018), University of Warwick, is Director of Studies in Civil and Environmental Engineering. His recent publications and practice focus on students learning in traditional undergraduate degrees and work-based learning in degree apprenticeships programmes.Susannah McGowan, Ph.D. (2014), University of California, Santa Barbara, is Director of Curriculum Transformation Initiatives at The Red House, Georgetown University. Her most recent research includes articles on academic hope, online engagement practices, and academic staff labor.Abel Nyamapfene, Ph.D. (2006), University of Surrey, Ed.D. (2018), University of Exeter, is Professor (Teaching) at UCL. As Academic Lead (Mathematics) for UCL's Engineering Sciences faculty, he leads and publishes on probem- and scenario-based pedagogy in research-intensive environments.Julie Rattray, Ph.D. (2001, University of Dundee), is Professor of Higher Education at the University of Durham, UK. Her most recent publications have focused on threshold concepts, conceptions of Teacher Care in HE, and issues of quality in medical education.Anne M. Tierney, Ph.D. (2016, Durham University), is Assistant Professor in the Learning and Teaching Academy, Heriot-Watt University, Scotland. Her most recent publications focus on misconceptions in SoTL and challenges faced in scholarship promotion pathways.Andrea Webb, Ph.D. (2015, University of British Columbia), is Associate Professor of Teaching at UBC. Her research interests are in teaching and learning in higher education, specifically projects related to Threshold Concepts, and the Scholarship of Teaching and Learning.

• ForewordJulie A. TimmermansPrefaceJason P. DaviesAcknowledgementsA Tribute to Mick FlanaganList of Figures and TablesNotes on ContributorsPART 1: Big Questions1 Failure as a ‘Native Informant’: A Potential Threshold ConceptJulie A. Timmermans2 Assessment of Student Learning in Threshold Concepts-Oriented Teaching and Learning: Existing Approaches and Future Research PerspectivesJan-Martin Geiger3 Threshold Concepts: Where Next? Reflections on Educational Spaces, Times, and IdentitiesDavid Riley4 Intersecting the Identification Problem and Mixed Methods Designs in Threshold Concept ResearchDavid Reeping5 Reframing Threshold Concepts as Open QuestionsIsaac Calduch6 Secularism as a Universalising Threshold ConceptSharday Catherine Mosurinjohn and Jason P. DaviesPART 2: Journeys through Liminality7 Mediating Liminality: Artefacts as a Means of Supporting Threshold TransformationsJulie Rattray and Matthew J. Ravenstahl8 Thinking with Liminality: The Many Faces of LiminalityLeif Martin Hokstad and Bjørn Otto Braaten9 Spatial Response to Liminality: Empirical Examples from First Semester Architect Students’ Design WorkBjørn Otto Braaten and Leif Martin Hokstad10 Step into the Unknown: Liminality as a Safe Playing Space to LearnLaura Blackburn, Dora Regoczi, Larissa Kempenaar and Sivaramkumar Shanmugam11 Liminality from the Inside: Dimensions of Students’ Transformations in a Threshold Concepts-Infused Economics Programme in South AfricaJessica Schroenn Goebel and Suriamurthee Moonsamy Maistry12 Embracing Liminality: Tools for Negotiating Identity Shift in New-to-SoTL PractitionersDiane E. Boyd13 The Human Element: How Educators Can Prepare Learners for Future Workplace Uncertainties and Troublesome KnowledgeMichelle D. Lazarus, Amany Gouda-Vossos, Jaai Parasnis, Elizabeth A. Davis, Swati Mujumdar, Angela Ziebell and Gabrielle BrandPART 3: Learning from & with Students14 Developing a Threshold Concept Curriculum: Facilitating Student Understanding of the Value of Their Education ExperienceMatthew Christopher Atherton and Yvonne Nalani Meulemans15 Threshold Connections: Engaging Trainee Teachers in Collaborative Curriculum Research to Explore Threshold Concepts within Secondary School Science DisciplinesMatthew James Dunn and Jenny Anne Wynn16 Analyzing Written and Oral Learner Discourse: Methods to Discern Truly Thorny Thresholds and to Enrich TCF TheoryVirginia M. Tucker and Michelle Holschuh Simmons17 The True Nature of Threshold Concepts in ELT Teacher EducationMarwan Alyafaee18 Mathematical Proving as a Threshold: Proving in Undergraduate MathematicsBert Zwaneveld, Hans Sterk and Jacob Perrenet19 Threshold Concepts in Higher Education Physics as Identified by Students of Environmental SciencesPaquita Perez, Bert Zwaneveld and Gé NielissenPART 4: Students Getting the Hang of It20 Out of the Comfort Zone: The Trouble with a MOOC-Virtual Exchange Blend at the Time of the COVID 19 PandemicMarina Orsini-Jones and Kyria Rebeca Finardi21 The Light at the End of the Tunnel: A Study of Adult Learners Transitioning into the Online Study SpaceTrish Powers22 Applying Threshold Concepts and Addressing Bottlenecks in ePortfolio ImplementationBrenda Refaei and Ruth BenanderPART 5: Becoming a Professional23 The Hidden Threshold: Tacit Learning in InterpretingDai-Ling Chen24 Trustworthiness as a Practical Threshold in Authentic Translation Project-Based LearningAmani Albuwardi25 Thresholds and Liminal Spaces: Advancing Understanding of Becoming a Scholarly Teacher in Higher EducationLinda Martindale and Stella Howden26 Faculty Thresholds for Information Literacy Teaching: Discovering Threshold Concepts through a Professional Learning Course and Networks of PracticeSara D. Miller and Craig Gibson27 A Phenomenographic Study of Interprofessionality: The Threshold Concept for Health Profession StudentsNatasha Hubbard Murdoch28 Threshold Concepts in Graduate ApprenticeshipsHebatallah Shoukry and Anne TierneyPART 6: The Last Word?29 Twaddle, Conformity, and Variation: A Retrospective ‘Endnote’ for Meyer and Land (2003)J. H. F. Meyer30 Getting into Trouble: Twenty Years of Threshold ConceptsRay LandIndex