Threshold Concepts on the Edge

Julie A. Timmermans, Ph.D., is Senior Lecturer in the Higher Education Development Centre, University of Otago, New Zealand. She publishes in the areas of higher education and academic development.Ray Land, Ph.D., is Emeritus Professor of Higher Education and Emeritus Fellow of University College at Durham University, UK. He is co-founder of the Threshold Concepts Framework and has published widely in educational research, academic development and quality enhancement.

• PrefaceAcknowledgementsList of Figures and TablesNotes on ContributorsPart 1: Theoretical Directions1. The Labyrinth Within: Threshold Concepts, Archetype and MythRay Land2. At the Troublesome Edge of Recognising Threshold Concepts of Online Teaching: A Proposed Learning Threshold Identification MethodologyMaria Northcote, Kevin P. Gosselin, Peter Kilgour, Catherine McLoughlin, Chris Boddey and Kerrie Boddey3. Caution! Theories at Play! Threshold Concepts and Decoding the DisciplinesLeah Shopkow and Joan Middendorf4. Embedding Affect in the Threshold Concepts FrameworkJulie A. Timmermans and Jan H. F. MeyerPart 2: Liminal Space5. Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to Illuminate the Edge of Conceptual UnderstandingRachel Thompson and Michael Michell6. Analysing Discourse in the Liminal Space: Talking Our Way through ItSusie Cowley-Haselden7. Intensive Mode Teaching Explained Using Threshold ConceptsSally A. Male, Stuart Crispin and Phil Hancock8. Edging towards Understanding: Illuminating Student Experiences of Liminality in Introductory SociologyAlison M. Thomas9. Bringing the Apple and Holding up the Mirror: Liminal Space and Transformation in Visual Art MakingMatthew J. Ravenstahl and Julie Rattray10. The Student Scholar Identity: Using Students’ Reflective Work to Develop Student-Scholars, Address Liminality, and Design CurriculumYvonne Nalani Meulemans, Allison Carr and Torie QuiñonezPart 3: Ontological Transformations11. ‘… ’Cause Soon Now, It Will Be Real …’: Medical Simulation as Change Space in Interprofessional TrainingLeif Martin Hokstad and Stine Gundrosen12. Threshold Concepts and the Ontology of Professional Identity in Human Services Curriculum Design: A Case ExampleJackie Stokes, Vicki Bruce and Tanya Pawliuk13. Threshold Concepts: Strategies for Assisting Doctoral Candidates to Learn to be ResearchersMargaret KileyPart 4: Curriculum14. Threshold Concepts as Pathways through Ancient Religion: Curriculum as InitiationJason P. Davies15. Threshold Concepts at the Sharp Edge: Entrepreneurship Curriculum RedesignLucy Hatt16. Information Literacy and Liberal Education: From Google to Scholarly SourcesD. Bruce MacKay and Nicole C. Eva17. Curriculum on the Edge: Designing for Liminality in Learning Activities: A Case Illustration in Search ExpertiseVirginia M. Tucker18. Threshold Concepts in the Applied Mathematics BSc Programme: A Structural Comparison with Threshold Concepts in the Computer Science BSc ProgrammeBert Zwaneveld and Hans SterkPart 5: Crossing Disciplines19. Exploring Threshold Concepts on the Edge: Learning, Teaching and Assessment PracticesShannon Murray, Anne Marie Ryan and Brad Wuetherick20. Investigating Threshold Concepts in the Scholarship of Teaching and Learning, and the Influence of Disciplinary Background on the Research ProcessAndrea S. Webb and Anne M. Tierney21. Diversity, Hybridity and New Revelations in Conceptual Threshold Crossings in Cross-Disciplinary and Interdisciplinary Research LearningGina WiskerPart 6: Writing across Thresholds22. Naming What We Know (in Writing Studies): Engaging Troublesome Trends in Educational Policy and PracticeLinda Adler-Kassner and Elizabeth Wardle23. Beginning to See the Connection between Everything: Developing Scholarly Identity in Writing Studies through Threshold ConceptsErika Hawkes and Tekla Hawkins24. Understanding Writing Transfer as a Threshold Concept across the DisciplinesJessie L. Moore and Peter Felten25. Edging towards the Threshold Concept of Autonomy in Language Learning and Teaching through a MOOC Blend: Becoming Autonomous Learners and TeachersMarina Orsini-Jones, Shooq Altamimi and Barbara Conde GafaroIndex