Bryna Siegel Finer, Emily Wender, Oriana Gatta, and Dan Weinstein published “The Threshold Concept Map: Plotting the Liminal Space of Students’ Struggle to Learn to Write in College” in the August 2019 issue of Currents in Teaching and Learning (Worcester
Drawing on thresholds concepts in composition and education, the authors developed a mapping instrument to generate visual understandings of students’ struggles with troublesome knowledge. They present a case study using the map to plot one student’s
learning through three pieces of writing. The map visually demonstrates experiences with troublesome knowledge and movement within a detailed threshold space.
Mapping reveals the potential importance of previous identities in confronting threshold concepts and the use-value of visually representing student learning. Results suggest ways to further explore students’ struggles and reinforce the role of oscillation
in the learning process.
The article can be read on the Currents website.
Department of English