Difference between revisions of "Triggering engagement in SoTL through threshold concepts"
(init) (Tag: Visual edit) |
(Changed categories.) |
||
| Line 6: | Line 6: | ||
https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1189&context=ij-sotl | https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1189&context=ij-sotl | ||
[[Category:PublishedWork]] | [[Category:PublishedWork]] | ||
| + | [[Category:McLean, J]] | ||
| + | [[Category:Threshold concept]] | ||
| + | [[Category:Article]] | ||
| + | [[Category:2009]] | ||
Latest revision as of 19:28, 16 December 2024
Abstract
This essay is a reflection on the effectiveness of the idea of threshold concepts in engaging teaching staff in developing their scholarly teaching and scholarship of learning and teaching. I situate threshold concepts within a framework for critical reflection, describe how I have used this idea and some of the outcomes I have observed, and finish with my reflections about why threshold concepts are such an effective trigger to engage academics in SoTL.
Bibliographic data
McLean, J. (2009). Triggering engagement in SoTL through threshold concepts. International Journal for the Scholarship of Teaching and Learning, 3(2), 24.
External source
https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1189&context=ij-sotl