Contents
Foreword | Elaine Maimon
Acknowledgments
Part 1: Developing and Researching Models for Deep Change Through Educational Development Programs
1. Writing-Related Faculty Development for Deep Change: An Introduction and Overview | Angela Glotfelter, Caitlin Martin, Mandy Olejnik, Ann Updike, and Elizabeth Wardle
2. Changing Conceptions, Changing Practices: Effects of the Howe Faculty Writing Fellows Program | Angela Glotfelter, Caitlin Martin, Mandy Olejnik, Ann Updike, and Elizabeth Wardle
3. Deep Change Theory: Implications for Educational Development Leaders | Caitlin Martin and Elizabeth Wardle
Part 2: Accounts Of Faculty-Led Change Efforts
Section 1: Changing Conceptions and Making Values Visible
4. Redefining Our Understanding of Writing | Janice Kinghorn and Ling Shao, Economics
5. Teaching Philosophical Reading and Writing by Making Invisible Disciplinary Practices Visible | Keith Fennen, Elaine Miller, and Gaile Pohlhaus, Jr., Philosophy
Section 2: Designing Meaningful Learning Opportunities
6. Discovering the Gerontological Voice as an Emerging Threshold Concept in Social Gerontology | Jennifer Kinney and Kate de Medeiros, Gerontology
7. Fostering Developmentally Informed Collaborative Writing: Bringing the Team (and the Instructor) across the Threshold | Carrie E. Hall, Jennifer J. Quinn, and L. James Smart, Psychology
8. Giving Words to What We See: Threshold Concepts in Writing Art History | Annie Dell’Aria, Jordan A. Fenton, and Pepper Stetler, Art and Architecture History
9. Teaching Global Art History: Otherness as a Threshold Concept | Jordan A. Fenton, Art and Architecture History
10. Matters of Interpretation: Locating the Thresholds of Historical Thinking | Erik N. Jensen, History
Section 3: The Challenges of Systemic Change in Fields and Departments
11. Intentionally Interdisciplinary: Learning across the Curriculum in Latin American, Latino/a, and Caribbean Studies | José Amador, Elena Jackson Albarrán, and Juan Carlos Albarrán, Latin American, Latino/a, and Caribbean Studies
12. Gatekeepers of Knowledge in Psychology: Threshold Concepts as Guardians of the Gate? | Vrinda Kalia, Psychology
13. Getting Messy: Talking and Walking Threshold Concepts to Advance Social Justice Learning in Teacher Education and Beyond | Scott Sander, Brian D. Schultz, Sheri Leafgren, and Barbara J. Rose, Teacher Education
Part 3: Taking Stock and Moving Forward
14. Principles for Enacting an Integrated Vision of Teaching and Learning | Angela Glotfelter, Caitlin Martin, Mandy Olejnik, Ann Updike, and Elizabeth Wardle
Afterword: Tracing the Rise of the Disintegrated View of Education and Imagining Challenges Ahead | Angela Glotfelter, Caitlin Martin, Mandy Olejnik, Ann Updike, and Elizabeth Wardle
Appendix A: List of Projects Completed by HCWE Faculty Writing Fellows Teams
Appendix B: Sample Schedule for Semester-Long Fellows Program
Index
About the Authors