Triggering Engagement in SoTL through Threshold Concepts

McLean, Jan

doi:10.20429/ijsotl.2009.030224

Cited by 15 publications

(6 citation statements)

References 6 publications

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“…There are many benefits for educators to self-reflect on potential bottleneck concepts in the discipline, according to McLean (2009). These potential benefits include: (a) reflection on the discipline and its content; (b) reflection on the process of teaching; and (c) reflection in relation to one's own learning, both learning in the past and continuous learning about teaching presently.…”

Section: Discussionmentioning

confidence: 99%

Bottleneck Concepts in Psychology: Exploratory First Steps

Gurung

Landrum

2013

Psychology Learning & Teaching

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The authors take an initial step in identifying potential bottleneck concepts in psychology, that is, concepts that are deceptively difficult, perhaps due to student overconfidence. In order to first identify bottleneck concepts, faculty (n = 65) rated the difficulty of 91 psychological concepts from across the discipline. Students (n = 35) rated both the difficulty of terms and their confidence in their own knowledge of 107 terms typically found in introductory psychology research methods and learning chapters. Additional research into psychology's bottleneck concepts may help instructors to focus more on the content that students struggle with, especially the content in which students overconfidence.

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Section: Discussionmentioning

confidence: 99%

Bottleneck Concepts in Psychology: Exploratory First Steps

Gurung

Landrum

2013

Psychology Learning & Teaching

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“…MacMillan and her colleagues (2011) describe how a desire to undertake educational research can be triggered as a purposeful response to teaching evaluations where questions arising from student feedback can spur a planned study that uses data and analysis to establish evidence-based enhancements. McLean (2009) highlights how the exploration of disciplinary threshold concepts can serve as a mechanism that prompts educational study because it positions faculty as experts within their subject context rather than as novice researchers in a field that is foreign to them and simultaneously engages them in critical reflection.…”

Section: Triggering Sotl Inquirymentioning

confidence: 99%

Sparking SoTL: Triggers and Stories from One Institution

2018

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With the growing interest in educational research across post-secondary campuses, it is useful to identify the specific supports that best enable Scholarship of Teaching and Learning (SoTL) initiatives. This paper documents a picture of SoTL interests and supports at one institution through survey and semi-structured collaborative interview data. Both the survey data (289 respondents) and three semi-structured group interviews (8 participants total) provide a picture of participants who have completed or are interested in completing a SoTL study; the events and experiences that triggered an interest in SoTL; and their perceptions of the importance of SoTL in their own teaching, student learning, in their department, and within the institution as a whole. Based on these two datasets, we propose four lenses that are defined in terms of SoTL triggers and which we name a Scholarship Window. We conclude with a number of recommendations as a way to build capacity for SoTL at the institutional level. Suite à l’intérêt grandissant de la recherche dans le domaine de l’éducation sur tous les campus d’enseignement supérieur, il est utile d’identifier les soutiens spécifiques qui favorisent le mieux les initiatives de l’avancement des connaissances en enseignement et en apprentissage (ACEA). Cet article présente un tableau des intérêts et des soutiens en ACEA dans un établissement donné, établi par le biais d’une enquête et d’une série d’entrevues en collaboration semi-structurées. Les données obtenues suite à l’enquête (289 répondants) et celles de trois entrevues semi-structurées (8 participants au total) ont permis d’établir un tableau de participants qui ont complété ou qui s’intéressent à compléter une étude en ACEA, les événements et les expériences qui ont déclenché cet intérêt en ACEA ainsi que les perceptions des répondants de l’importance de l’ACEA pour leur propre enseignement, pour l’apprentissage des étudiants et pour leur département, ainsi qu’au sein de l’établissement dans son ensemble. Sur la base de ces deux groupes de données, nous proposons quatre lentilles qui sont définies en tant que déclencheurs d’ACEA, que nous avons nommées « fenêtre sur l’avancement des connaissances ». En conclusion, nous présentons un certain nombre de recommandations pour renforcer les capacités en ACEA au niveau institutionnel.

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“…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). The idea has resonated with many SOTL scholars that there are threshold concepts within every discipline that students new to the subject need to acquire in order to successfully advance their learning (e.g.…”

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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Triggering Engagement in SoTL through Threshold Concepts

Cited by 15 publications

References 6 publications

Bottleneck Concepts in Psychology: Exploratory First Steps

Bottleneck Concepts in Psychology: Exploratory First Steps

Sparking SoTL: Triggers and Stories from One Institution

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

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