Presentation on threshold concepts given at STLHE 2015

1. Think of a time in your
learning when you have
had an ‘a-ha’ moment.
• Please share that moment on one of
the pieces of chart paper.

2. Threshold Concepts in
Higher Education
Andrea Webb & Ashley Shaw
University of British Columbia
andrea.webb@ubc.ca ashleygshaw@gmail.com
@spiderwebb8 @ashleygshaw
STLHE, Vancouver, June 18, 2015

3. Outline of the workshop
• What are threshold concepts?
– history & definition
– characteristics
• What might be potential threshold concepts in my
field?
• How can we uncover threshold concepts?
• Where can I find out more?

4. – seeing the interconnectedness of different theories working together
- Being able to dig deeper into a topic once you’ve had this a-ha, being able to see
what’s going on
- Putting learning into context, seeing the implications
- Looking through a different lens
- Seeing ‘outside’ of own discipline, questioning where we are
- Impacts on own understandings, practices
- Finally seeing an effective method of doing something
- Changing understanding, practice, ways of talking about things, identity
- Transformational
- Doing something slightly differently can have a big impact
- Understanding to be able to apply in different location/context, understanding and
integrating vs rote learning
- Overcoming frustration
- Develops a new language
- Uncovering assumptions, seeing through others’ lens, changing own perspective,
seeing things differently
- The space in between
A-ha! Moments

5. Threshold Concepts
“The portals to understanding a discipline or field”
(Meyer & Land, 2003)
• A concept represents a threshold if it leads to a
qualitatively different view of the subject matter, often
challenging existing knowledge

6. Characteristics of Threshold Concepts
Troublesome
Transformative
Irreversible
Integrative
Bounded
Reconstitutive
Discursive
Liminal
Examples of the threshold
concept must be
transformative and involve
movement in a liminal
space. They are likely to be
characterised by many, but
not necessarily all, of the
other features.

7. What could be
potential threshold
concepts in your field
or discipline?

8. 1. Why did you select these particular items as threshold
concepts?
2. Was there debate around whether or not something
was a threshold concept?
3. Which of the characteristics of threshold concepts can
you see in those you identified?
4. Which characteristics would you say are integral to
threshold concepts in your area?
5. Are your threshold concepts actual “concepts”, or are
they better described as skills, practices, or…
6. How would you go about identifying threshold
concepts in your area?
7. How would you use these threshold concepts in your
own practice?

9. Characteristics of threshold concepts in SoTL
Four key characteristics were highlighted in Andrea’s
study:
• Troublesome
• Liminal
• Reconstitution, Integrative
• Transformative
• Discursive, Irreversible
• Bounded

10. Threshold concepts in open online courses
• Work in progress!
• Threshold concepts as more than ‘concepts’:
- procedures
- literacies
- identity
• Key characteristics:
- transformative
- troublesome
- integrative
- irreversible
- liminal

11. What are the implications of threshold
concepts for higher education?
Flexible methodological approaches
•Developing disciplinary and interdisciplinary discussions of
concepts
Strategic Approaches to Teaching and Learning
•Using a TC framework helps to build increased capacity in
challenging areas

12. Questions & Discussion

13. References and Resources
• Barradell, S. (2013). The identification of threshold concepts: a review of theoretical
complexities and methodological challenges. High Education, 65(), 265–276. doi
10.1007/s10734-012-9542-3
• Cousin, G. (2006). An introduction to threshold concepts. Planet, 17, 4-5.
• Davies, P. & Mangan, J. (2005 August) Recognising threshold concepts: An exploration of
different approaches. Paper presented at the European Association in Learning and
Instruction (EARLI) Conference, Nicosia, Cyprus.
• Entwistle, N. (2008). Threshold concepts and transformative ways of thinking within research
into higher education. In R. Land, J.H.F. Meyer, & J. Smith (Eds.), Threshold concepts within
the disciplines (pp. 21–35). Rotterdam, The Netherlands: Sense Publishers
• M. Flanagan. Threshold Concepts: Undergraduate Teaching, Postgraduate Training and
Professional Development. A short introduction and bibliography. Available online
http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html
• Holloway, M., Alpay, E., & Bull, A. (2009). A quantitative approach to identifying threshold
concepts in engineering education. Retrieved on April 1, 2013 from
http://www.engsc.ac.uk/downloads/scholarart/ee2010/101_GP_Holloway.pdf
• Land, R. (2012, June). A closer look at liminality: Incorrigibles and teaching capital. Paper
presented at NAIRTL Conference, Trinity College Dublin. Retrieved on July 10, 2013 from
www.nairtl.ie/index.php?pageID=627
• Meyer, J.H.F. & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to
ways of thinking and practising. In Rust, C. (ed.), Improving Student Learning - Theory and
Practice Ten Years On. Oxford: Oxford Centre for Staff and Learning Development, 412-424.