Triggering engagement in SoTL through threshold concepts: Difference between revisions
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https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1189&context=ij-sotl | https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1189&context=ij-sotl | ||
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Latest revision as of 18:28, 16 December 2024
Abstract[edit | edit source]
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[edit | edit source]
McLean, J. (2009). Triggering engagement in SoTL through threshold concepts. International Journal for the Scholarship of Teaching and Learning, 3(2), 24.
External source[edit | edit source]
https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1189&context=ij-sotl