Threshold Concepts and the Scholarship of Teaching and Learning

Webb, Andrea S.

doi:10.1007/978-94-6300-512-8_22

Cited by 12 publications

(13 citation statements)

References 22 publications

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“…Pedagogic Research may benefit from being done by Life Scientists when dealing with large data sets and statistical analysis. It may be more challenging for Life Science teaching-focused academics to embrace qualitative paradigms, methodologies and data analysis (Tierney, 2017;Webb, 2016). However, Life Scientists have insight into their students' needs and have disciplinary expertise, both of which puts them in an ideal position to carry out pedagogic research, despite what might be thought of as challenges.…”

Section: The Scholarship Of Teaching and Learning And Its Relationshimentioning

confidence: 99%

“…Despite disadvantages in training, teaching-focused academics remain committed to SoTL PedR for this reason. Their pedagogic education may be confined to a one or two year part-time PGCert in higher education (Kelly et al, 2012), leaving them to face barriers to understanding SoTL without much support (Tierney, 2017;Webb, 2016). Much is alluded to regarding the quality of pedagogic papers, both in general, and those submitted to REF (Macfarlane, 2011).…”

Section: The Future Of Sotl Pedagogic Researchmentioning

confidence: 99%

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The scholarship of teaching and learning and pedagogic research within the disciplines: should it be included in the research excellence framework?

Tierney

2019

Studies in Higher Education

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Section: The Scholarship Of Teaching and Learning And Its Relationshimentioning

confidence: 99%

Section: The Future Of Sotl Pedagogic Researchmentioning

confidence: 99%

The scholarship of teaching and learning and pedagogic research within the disciplines: should it be included in the research excellence framework?

Tierney

2019

Studies in Higher Education

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“…However, despite the significant advancements SoTL has made, the level of SoTL activity and awareness may vary by country, region, and institution. Research conducted at Canadian institutions has reported that, due to lack of recognition as well as time constraints, it can be hard for researchers involved in SoTL to create and maintain their projects (Marquis & Ahmad, 2016), to learn new approaches to research (Webb, 2016), and that some SoTL scholars feel they have to choose between SoTL and disciplinary research (Miller-Young et al, 2016). Also, the national level of support for SoTL work in Canada, including funding, is minimal due to teaching and learning being considered a provincial concern, which is different in other countries, such as the United Kingdom and Australia (Poole & Simmons, 2013).…”

mentioning

confidence: 99%

Characterizing SoTL Across Canada

Newton

Miller-Young²,

Sanago

2019

cjsotl-rcacea

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SoTL Canada recently conducted a survey to gain insight into the Scholarship of Teaching and Learning (SoTL) activities of faculty and staff at institutions of higher education across Canada. Questions were guided by several principles, including: (a) identifying who is doing SoTL (such as personal, institutional, geographical and professional characteristics); (b) characterizing how SoTL is being conducted, supported, and disseminated (such as collaborations with peers and students, the number of active projects), and (c) differentiating the levels at which SoTL activities are occurring and funded. While we likely did not fully capture the work being done, our inquiry nonetheless provides important data related to the current nature and scope of SoTL in Canada. We noted that the people doing SoTL show a wide diversity of characteristics including appointments and disciplinary affiliations although a majority of respondents were female, and that collaborations with both colleagues and students were commonplace. SoTL continues to be conducted primarily at the classroom level, and approximately 65% of respondents have received funding, mostly from the institutional level. We also found an increased amount of activity compared to the last Canadian survey conducted in 2012, in particular by staff from Centres for Teaching and Learning. Survey participants reported discussing their SoTL findings with their colleagues more often than with their students. A number of areas of future research are identified.

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“…As the body of work about SOTL has grown and developed, threshold concepts have been identified as part of the second wave of SOTL literature (Gurung & Schwartz 2010). Some have used threshold concepts as a lens through which to examine SOTL more closely (Simmons et al 2013;Webb 2016). Others have SOTL in the South 1(1): September 2017 Hall, Adds, Ross & Borell seen threshold concepts as a way to engage people in the process of SOTL (McLean 2009;O'Brien 2008).…”

Section: Integrative Literature Review Processmentioning

confidence: 99%

Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies

Hall¹,

Adds²,

Ross³

et al. 2020

Preprint

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There are Māori studies programmes in all eight New Zealand universities and thousands of Māori studies students enrol each year. However, little research has been done on the scholarship of teaching and learning (SOTL) within the Māori studies discipline. This article investigates, through the process of an integrative literature review, the potential to apply the theory of threshold concepts (Meyer & Land 2006) – the idea that there is a set of transformational concepts that can unlock understanding in any discipline – to the Māori studies discipline. It highlights issues that arise in applying threshold concepts to a relatively new discipline that centres Indigenous knowledge and practices. The transformative elements of Māori studies and the irreversible change that Western epistemologies have caused to Māori studies’ knowledge are discussed. The bounded aspect of Māori studies is canvased, as well as the ability of Māori studies to integrate with other cognate disciplines. The troublesome nature of Māori studies content is explored, along with the discursive elements of its formal and coded curricula. Also, the idea of liminality is examined, as a way to demarcate the academic territory of Māori studies and clarify the curriculum. Ultimately, many questions emerge in this article but also opportunities to advance the SOTL research in both threshold concepts as a theory and Māori studies as a discipline. How to cite this article: HALL, Meegan; ADDS, Peter; ROSS, Mike; BORELL, Phillip. Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 91-107, sep. 2017. Available at: . Date accessed: 12 Sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Threshold Concepts and the Scholarship of Teaching and Learning

Cited by 12 publications

References 22 publications

The scholarship of teaching and learning and pedagogic research within the disciplines: should it be included in the research excellence framework?

The scholarship of teaching and learning and pedagogic research within the disciplines: should it be included in the research excellence framework?

Characterizing SoTL Across Canada

Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies

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