Rachel Yoho Lexical ambiguity, topics with different meanings in varying contexts, often intersect with core and threshold concepts in multiple disciplines. In this work, interdisciplinary approaches to teaching such lexically ambiguous topics, including quick, active learning-based activities and broad class strategies, were compiled with the goal of facilitating teaching across the disciplines. These strategies will … Continue reading Developing interdisciplinary teaching resources for lexically ambiguous threshold concepts →

Anne Marie Ryan and Kerrianne Ryan In our journey to understanding of threshold concepts, we found ourselves asking: “how do we, or should we, change our teaching in response to threshold concepts?” and “can we use strategies such as being explicit, to facilitate student journeys through the liminal spaces?”. In other words, if there are … Continue reading Transfer-mational Journey: Exploring Routes through Tough Places Across the Sciences →

Morgan Hanson Scholarship on threshold concepts and faculty professional development seems to have reached a consensus on a strategy for implementing threshold concepts into a program: create professional learning communities in which faculty discuss and articulate threshold concepts for their field, and then generate lessons, courses, and program outcomes based on those threshold concepts. While … Continue reading Negotiating Pedagogical Perspectives: Adapting Threshold Concepts for a Shared Language of Writing Instruction →