Download - Threshold Convening #1 Ppt
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The Threshold Project
Convening #1: GettingOur Hands DirtyFullerton College, August !, "1
$i% Costino
De&ra David
Ann Foster
'ilit Haroyan
(i)a Hogan
*att 'us)y
+vonne*eule%ans
o&in Parent
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-elco%e.
*eet yourcolleaguesPlease locate the
/Hu%an 0ingocard in your 2older
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Conte3t2or the
Day
Why are we all working on redesignprojects without talking to each other
or leveraging each others expertise?
Where is the space to reallycollaborate?
Ho4 this 4or)
started
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-hy Focuson
ThresholdConce5ts6
TCs emphasize conceptualknowledge, rather than content or
skills
TCs are the ideas that shapedisciplinary ways of thinking,practicing, and problem solving
TCs are cross
disci5linary
The TC a55roachis consistent 4ith
4hat 4e )no4a&out ho4 5eo5le
learn
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7u%%er"18
'eadershi5
9nstitutesThresholdConce5ts, -ic)ed
Pro&le%s, andGeneral ducation
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The key concept
7ignature-or)
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"1Co%%unit
y o2Practice
To expand and strengthen networkedfaculty communities of practiceacross disciplines and sectors in
order to identify student learningproficiencies for GE and majors,building on disciplinary thresholdconcepts and interdisciplinary wickedproblems.
To improve faculty capacity to designtransparent curricula, assignments,and assessments to prepare allstudents to achieve thoseproficiencies, incorporating high
impact pedagogical practices andsupport structures which value andbuild from students differentbackgrounds and strengths and whichfoster student agency.
Faculty
Colla&orativesProject
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Previe4 o2today and4hat;s to
co%eAgenda and 7eries
Overvie4 in le2t2older 5oc)et
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Creating aCo%%unit
y o2'earners
Ta)e a loo) at the
/7hared
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-hy A% 9 Here6 Ta)e %inutes to Thin) and
-rite a&out /-hy
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7hare 4ith a Ta&le Partner
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-hy Are
-e Here6
Create a 5oster 2oryour tea%:
7hared /-hystate%ent>s? O
7hared in@uiry@uestion>s? O
7hared /%uddiest5oint @uestion>s?
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0A$.
-hen 4e return, 5lease sit indisci5linary grou5s
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Digging in the Dirt
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Ta)e Five*inutes to
Thin) B-riteLocate the green
prompt in your folder
Image of prompt here
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Crossing the 35ert(ovice Ga5
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ThresholdConce5ts BTheir Traits
Transformative &Irreversible
Counter-intuitive &Troublesome
Often involves prolongedliminality, characterizedby mimicry, frustration,
and resistance
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At +our
Ta&le
How do studentsexperience a specific
threshold concept in yourdiscipline?Choose onethreshold concept to
work with.How is the specificthreshold concept
transformational &irreversible; troublesome &counter-intuitive; liminal?
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'et;s
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'oo)ingAhead
How can we support ourstudents with the learning
of threshold concepts?
Course materials andassignment designs?
Pedagogicalapproaches?
Empathetic actions?
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'i%inality*eyer B 'and
A transformative state thatengages existing
certainties and rendersthem problematic and fluid
A suspended state inwhich understandingcan approximate to akind of mimicry or lack
of authenticity
A sense of loss
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'E(CH.
-e;ll resu%e at 1:8
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9n@uiryinto @uityProcienci
es'ocate the
noteta)er in your2older
Ta)e a 2e4%inutes just tothin) and 4rite
a&out 4hat/e@uity
%indedness%eans to you
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9n@uiryinto @uityProcienci
es'ocate the three
te3tsChoose 1 te3ts
to 2ocus on
As you read,ca5ture your
thin)ing
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GoingDee5er:
Gallery-al)
'ocate the activity
instructions inyour 2older and
the @uote on yourta&le
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Gallery-al)
Use post It notes to add comments orquestions to the posters
(ote: This is a
silent activity
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0A$.
-hen 4e return, 5lease 4ith yourtea%
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Ti%e toThin)
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Tea% Ti%e
-hat are our ne3t
ste5s 2ro% here6
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Than) youso %uch
2or &einghere.
Kim Costino,[email protected]
Nika Hogan,[email protected]
-e loo) 2or4ard
to seeing youagain soon
mailto:[email protected]:[email protected]:[email protected]:[email protected]