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Author:   Jason P. Davies ,  Elia Gironacci ,  Susannah McGowan ,  Abel Nyamapfene
Publisher:   Brill
Imprint:   Brill
Volume:   77
Weight:   1.039kg
ISBN:  

9789004680654

ISBN 10:   9004680659
Pages:   512
Publication Date:   24 April 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword  Julie A. Timmermans Preface  Jason P. Davies Acknowledgements A Tribute to Mick Flanagan List of Figures and Tables Notes on Contributors PART 1: Big Questions 1 Failure as a ‘Native Informant’: A Potential Threshold Concept  Julie A. Timmermans 2 Assessment of Student Learning in Threshold Concepts-Oriented Teaching and Learning: Existing Approaches and Future Research Perspectives  Jan-Martin Geiger 3 Threshold Concepts: Where Next? Reflections on Educational Spaces, Times, and Identities  David Riley 4 Intersecting the Identification Problem and Mixed Methods Designs in Threshold Concept Research  David Reeping 5 Reframing Threshold Concepts as Open Questions  Isaac Calduch 6 Secularism as a Universalising Threshold Concept  Sharday Catherine Mosurinjohn and Jason P. Davies PART 2: Journeys through Liminality 7 Mediating Liminality: Artefacts as a Means of Supporting Threshold Transformations  Julie Rattray and Matthew J. Ravenstahl 8 Thinking with Liminality: The Many Faces of Liminality  Leif Martin Hokstad and Bjørn Otto Braaten 9 Spatial Response to Liminality: Empirical Examples from First Semester Architect Students’ Design Work  Bjørn Otto Braaten and Leif Martin Hokstad 10 Step into the Unknown: Liminality as a Safe Playing Space to Learn  Laura Blackburn, Dora Regoczi, Larissa Kempenaar and Sivaramkumar Shanmugam 11 Liminality from the Inside: Dimensions of Students’ Transformations in a Threshold Concepts-Infused Economics Programme in South Africa  Jessica Schroenn Goebel and Suriamurthee Moonsamy Maistry 12 Embracing Liminality: Tools for Negotiating Identity Shift in New-to-SoTL Practitioners  Diane E. Boyd 13 The Human Element: How Educators Can Prepare Learners for Future Workplace Uncertainties and Troublesome Knowledge  Michelle D. Lazarus, Amany Gouda-Vossos, Jaai Parasnis, Elizabeth A. Davis, Swati Mujumdar, Angela Ziebell and Gabrielle Brand PART 3: Learning from & with Students 14 Developing a Threshold Concept Curriculum: Facilitating Student Understanding of the Value of Their Education Experience  Matthew Christopher Atherton and Yvonne Nalani Meulemans 15 Threshold Connections: Engaging Trainee Teachers in Collaborative Curriculum Research to Explore Threshold Concepts within Secondary School Science Disciplines  Matthew James Dunn and Jenny Anne Wynn 16 Analyzing Written and Oral Learner Discourse: Methods to Discern Truly Thorny Thresholds and to Enrich TCF Theory  Virginia M. Tucker and Michelle Holschuh Simmons 17 The True Nature of Threshold Concepts in ELT Teacher Education  Marwan Alyafaee 18 Mathematical Proving as a Threshold: Proving in Undergraduate Mathematics  Bert Zwaneveld, Hans Sterk and Jacob Perrenet 19 Threshold Concepts in Higher Education Physics as Identified by Students of Environmental Sciences  Paquita Perez, Bert Zwaneveld and Gé Nielissen PART 4: Students Getting the Hang of It 20 Out of the Comfort Zone: The Trouble with a MOOC-Virtual Exchange Blend at the Time of the COVID 19 Pandemic  Marina Orsini-Jones and Kyria Rebeca Finardi 21 The Light at the End of the Tunnel: A Study of Adult Learners Transitioning into the Online Study Space  Trish Powers 22 Applying Threshold Concepts and Addressing Bottlenecks in ePortfolio Implementation  Brenda Refaei and Ruth Benander PART 5: Becoming a Professional 23 The Hidden Threshold: Tacit Learning in Interpreting  Dai-Ling Chen 24 Trustworthiness as a Practical Threshold in Authentic Translation Project-Based Learning  Amani Albuwardi 25 Thresholds and Liminal Spaces: Advancing Understanding of Becoming a Scholarly Teacher in Higher Education  Linda Martindale and Stella Howden 26 Faculty Thresholds for Information Literacy Teaching: Discovering Threshold Concepts through a Professional Learning Course and Networks of Practice  Sara D. Miller and Craig Gibson 27 A Phenomenographic Study of Interprofessionality: The Threshold Concept for Health Profession Students  Natasha Hubbard Murdoch 28 Threshold Concepts in Graduate Apprenticeships  Hebatallah Shoukry and Anne Tierney PART 6: The Last Word? 29 Twaddle, Conformity, and Variation: A Retrospective ‘Endnote’ for Meyer and Land (2003)  J. H. F. Meyer 30 Getting into Trouble: Twenty Years of Threshold Concepts  Ray Land Index

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Author Information

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.

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