Katie King, associate director of CATL and associate professor of Psychology, and Peter Felten, Assistant Provost, director of CATL, and associate professor of History, edited a special issue of the Journal of Faculty Development focused on threshold concepts.
The threshold concepts framework (Meyer & Land, 2003) helps educators focus on essential aspects of disciplinary knowledge. Threshold concepts are, by definition, challenging to learn. When a threshold concept is mastered, however, other significant disciplinary learning follows. This kind of knowledge is akin to a portal or doorway; once a learner has crossed the threshold, she is able to see and learn significant new things. Without crossing the threshold, that new learning is impossible.
Considering higher education pedagogy as a discipline, the special issue (26:3, September 2012) invited contributions from scholars focused on variations in learners, scholarly ¾Ã¾ÃÈÈ, ¾Ã¾ÃÈÈ with technology, ¾Ã¾ÃÈÈ with community members in service learning, and listening to student voices as threshold concepts in faculty development. Jan Meyer, one of the originators of the threshold concepts framework and a professor at the University of Queensland (Australia), wrote the first article in this issue. Jessie Moore, associate professor of English at Elon, contributed an article on ¾Ã¾ÃÈÈ for transfer, drawing on her work as a researcher and director of an international group of 40 scholars participating in the three-year Elon Research Seminar on Critical Transitions: Writing and the Question of Transfer.
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