Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines

Conference item

Thomas, Theda, Wallace, Joy, Allen, Pamela, Clark, Jennifer, Cole, Bronwyn, Jones, Adrian, Lawrence, Jill and Sheridan Burns, Lynette. (2014). Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines. 17th International FYHE Conference 2014. Australia: First Year in Higher Education. pp. 1 - 10
AuthorsThomas, Theda, Wallace, Joy, Allen, Pamela, Clark, Jennifer, Cole, Bronwyn, Jones, Adrian, Lawrence, Jill and Sheridan Burns, Lynette
Abstract

In this paper, we report on an investigation of what students need to learn in the first year in various discipline-based subjects to launch then on their way to meet specified discipline threshold learning outcomes (TLOs) by the time they graduate. We frame our investigation using both the threshold concepts that the students must master in first year in order to succeed in learning in the discipline and also the threshold learning outcomes that they need to achieve by third year. We describe and analyse workshops used to engage lecturers with the challenges of designing first year curriculum in their r discipline, suggest why threshold concepts are useful in focusing both lecturers and students on what is essential, and outline briefly some of the creative solutions the lecturers offered.

Year2014
PublisherFirst Year in Higher Education
Web address (URL)http://fyhe.com.au/past_papers/papers14/08A.pdf
Open accessOpen access
Publisher's version
Page range1 - 10
Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/86z5w/engaging-first-year-lecturers-with-threshold-learning-outcomes-and-concepts-in-their-disciplines

Log in to edit

Download files

Publisher's version
Thomas_2014_Engaging_first_year_lecturers_with_threshold.pdf

  • 134
    total views
  • 46
    total downloads
  • 11
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Alternative and complementary therapies in osteoarthritis and cartilage repair
Fuggle, N. R., Cooper, C., Oreffo, R. O. C., Price, A. J., Kaux, J. F., Maheu, E., Cutolo, M., Honvo, G., Conaghan, P. G., Berenbaum, F., Branco, J., Brandi, M. L., Cortet, B., Veronese, N., Kurth, A. A., Matijevic, R., Roth, R., Pelletier, J. P., Martel-Pelletier, J., ... Reginster, J. Y.. (2020). Alternative and complementary therapies in osteoarthritis and cartilage repair. Aging Clinical and Experimental Research. 32(4), pp. 547-560. https://doi.org/10.1007/s40520-020-01515-1
Students' perspectives of early assessment tasks in their first year at university
Thomas, Theda, Jacobs, Diane, Hurley, Laurine, Martin, Jenny, Maslyuk, Svetlana, Lyall, Mark and Ryan, Matthew. (2019). Students' perspectives of early assessment tasks in their first year at university. Assessment and Evaluation in Higher Education. 44(3), pp. 398-414. https://doi.org/10.1080/02602938.2018.1513992
Implementing first-year assessment principles: an analysis of selected scholarly literature
Thomas, Theda. (2018). Implementing first-year assessment principles: an analysis of selected scholarly literature. Student Success. 9(2), pp. 25 - 38. https://doi.org/10.5204/ssj.v9i2.410
Teaching the history threshold learning outcomes to first-year students
Clark, Jennifer, Jones, Adrian, Thomas, Theda, Allen, Pamela, Cole, Bronwyn, Lawrence, Jill, Burns, Lynette S. and Wallace, Joy. (2018). Teaching the history threshold learning outcomes to first-year students. In In J. Clark and A. Nye (Ed.). Teaching the discipline of history in the age of standards pp. 59 - 87 Springer. https://doi.org/10.1007/978-981-13-0047-9
Strategies for leading academics to rethink humanities and social sciences curricula in the context of discipline standards
Thomas, Theda, Wallace, Joy, Allen, Pamela, Clark, Jennifer, Jones, Adrian, Lawrence, Jill, Cole, Bronwyn and Burns, Lynette S.. (2017). Strategies for leading academics to rethink humanities and social sciences curricula in the context of discipline standards. International Journal for Academic Development. 22(2), pp. 120 - 133. https://doi.org/10.1080/1360144X.2017.1285239
Quality of life after hip, vertebral, and distal forearm fragility fractures measured using the EQ-5D-3L, EQ-VAS, and time-trade-off: results from the ICUROS
Svedbom, A., Borgström, Fredrik, Hernlund, E., Ström, O., Alekna, V., Bianchi, Maria L., Clark, P., Curiel, M. D., Dimai, Hans P., Jürisson, M., Uusküla, A., Lember, M., Kallikorm, R., Lesnyak, Olga, McCloskey, Eugene, Ershova, Olga, Sanders, Kerrie, Silverman, S., Tamulaitiene, M., ... Kanis, John. (2017). Quality of life after hip, vertebral, and distal forearm fragility fractures measured using the EQ-5D-3L, EQ-VAS, and time-trade-off: results from the ICUROS. Quality of Life Research. 27(3), pp. 707 - 716. https://doi.org/10.1007/s11136-017-1748-5
Quality of life for up to 18 months after low-energy hip, vertebral, and distal forearm fractures-results from the ICUROS
Svedbom, A., Borgstöm, F., Hernlund, E., Ström, O., Alekna, V., Bianchi, M. L., Clark, P., Curiel, M. D., Dimai, Hans P., Jürisson, M., Kallikorm, R., Lember, M., Lesnyak, Olga, McCloskey, Eugene, Sanders, Kerrie, Silverman, S., Solodovnikov, A., Tamulaitiene, M., Thomas, T., ... John, Handelshogskolan i Stockholm. (2017). Quality of life for up to 18 months after low-energy hip, vertebral, and distal forearm fractures-results from the ICUROS. Osteoporosis International. 29(3), pp. 557 - 566. https://doi.org/10.1007/s00198-017-4317-4
Identification and management of patients at increased risk of osteoporotic fracture: Outcomes of an ESCEO expert consensus meeting
Kanis, J. A., Cooper, C., Rizzoli, R., Abrahamsen, B., Al-Daghri, N. M., Brandi, M. L., Cannata-Andia, J., Cortet, B., Dimai, H. P., Ferrari, S., Hadji, P., Harvey, N. C., Kraenzlin, M., Kurth, A., McCloskey, E., Minisola, S., Thomas, T. and Reginster, J.-Y.. (2017). Identification and management of patients at increased risk of osteoporotic fracture: Outcomes of an ESCEO expert consensus meeting. Osteoporosis International. 28(7), pp. 2023 - 2034. https://doi.org/10.1007/s00198-017-4009-0
Quality of life for up to 18 months after low-energy hip, vertebral, and distal forearm fractures - results from the ICUROS
Svedbom, A., Borgstom, F., Hernlund, E., Strom, Oskar, Alekna, V., Bianchi, Maria L., Clark, Patricia M., Curiel, M. D., Dimai, Hans P., Jurisson, Mikk, Kallikorm, R., Lember, M., Lesnyak, Olga, McCloskey, Eugene, Sanders, Kerry M., Silverman, S., Solodovnikov, A., Tamulaitiene, M., Thomas, T., ... Kanis, John. (2017). Quality of life for up to 18 months after low-energy hip, vertebral, and distal forearm fractures - results from the ICUROS. Osteoporosis International. 29(3), pp. 557 - 566. https://doi.org/10.1007/s00198-017-4317-4
Designing first-year sociology curricula and practice
Thomas, Theda, Rechter, Sue, Wallace, Joy, Allen, Pamela, Clark, Jennifer, Cole, Bronwyn, Burns, Lynette Sheridan, Jones, Adrian and Lawrence, Jill. (2017). Designing first-year sociology curricula and practice. Asian Social Science. 13(4), pp. 1 - 13. https://doi.org/10.5539/ass.v13n4p1
Erratum to: identification and management of patients at increased risk of osteoporotic fracture: outcomes of an ESCEO expert consensus meeting
Kanis, John, Cooper, Cyrus, Rizzoli, Rene, Abrahamsen, Bo, Al-Daghri, N. M., Brandi, Maria L., Cannata, J. B., Cortet, B., Dimai, Hans P., Ferrari, S., Hadji, P., Harvey, Nicholas C., Kraenzlin, M., Kurth, Andreas, McCloskey, Eugene, Minisola, Salvatore, Thomas, T. and Reginster, Jean Y.. (2017). Erratum to: identification and management of patients at increased risk of osteoporotic fracture: outcomes of an ESCEO expert consensus meeting. Osteoporosis International. 28(11), pp. 3285 - 3286. https://doi.org/10.1007/s00198-017-4161-6
A framework for first year curriculum design and pedagogy: Intersecting the threshold learning outcomes, disciplinary knowledge and the first year pedagogy principles
Lawrence, Jill, Allen, Pamela, Thomas, Theda, Wallace, Joy, Clark, Jennifer, Jones, Adrian, Cole, Bronwyn and Burns, Lynette Sheridan. (2016). A framework for first year curriculum design and pedagogy: Intersecting the threshold learning outcomes, disciplinary knowledge and the first year pedagogy principles. Students Transitions Achievements Retention & Success (STARS) Conference. Australia: Students Transitions Achievements Retention & Su.... pp. 1 - 10
Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards
Thomas, Theda, Allen, Pamela, Clark, Jennifer, Cole, Bronwyn, Jones, Adrian, Lawrence, Jill, Sheridan Burns, Lynette, Wallace, Joy and Wilmot, Julie. (2015). Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards Sydney, Australia: Department of Education, New South Wales.
First impressions: Effective use of the first week of university
Thomas, Theda. (2014). First impressions: Effective use of the first week of university. International Journal of Pedagogy and Curriculum. 20(4), pp. 65 - 76.
The International Costs and Utilities Related to Osteoporotic Fractures Study (ICUROS) - Quality of life during the first 4 months after fracture
Borgstrom, F., Lekander, I., Ivergard, M., Strom, O., Svedbom, A., Alekna, V., Bianchi, M. L., Clark, P., Curiel, M. D., Dimai, H. P., Jurisson, M., Kallikorm, R., Lesnyak, O., McCloskey, E., Nassonov, E., Sanders, K. M., Silverman, S., Tamulaitiene, M., Thomas, T., ... Kanis, J. A.. (2013). The International Costs and Utilities Related to Osteoporotic Fractures Study (ICUROS) - Quality of life during the first 4 months after fracture. Osteoporosis International. 24(3), pp. 811 - 823. https://doi.org/10.1007/s00198-012-2240-2
Challenges of assuring the development of graduate attributes in a Bachelor of Arts
Fraser, Kym and Thomas, Theda. (2013). Challenges of assuring the development of graduate attributes in a Bachelor of Arts. Higher Education Research and Development. 32(4), pp. 545 - 560. https://doi.org/10.1080/07294360.2012.704594
Has distance learning become more flexible? Reflections of a distance learning student
Thomas, Theda. (2012). Has distance learning become more flexible? Reflections of a distance learning student. Interdisciplinary Journal of E-Learning and Learning Objects. 8, pp. 39 - 49.
Adapting team-based learning to the interpersonal communication class
Thomas, Theda. (2012). Adapting team-based learning to the interpersonal communication class. International Journal of Pedagogies and Learning. 7(1), pp. 51 - 61. https://doi.org/10.5172/ijpl.2012.7.1.51
Learning preferences of first year nursing and midwifery students: Utilising VARK
James, Santhamma, D'Amore, Angelo and Thomas, Theda. (2011). Learning preferences of first year nursing and midwifery students: Utilising VARK. Nurse Education Today. 31(4), pp. 417 - 423. https://doi.org/10.1016/j.nedt.2010.08.008
Business students' experience of community service learning
Clinton, Ide and Thomas, Theda. (2011). Business students' experience of community service learning. Asia-Pacific Journal of Cooperative Education. 12(1), pp. 51 - 66.
Developing First Year Students' Critical Thinking Skills
Thomas, Theda. (2011). Developing First Year Students' Critical Thinking Skills. Asian Social Science. 7(4), pp. 26 - 35. https://doi.org/10.5539/ass.v7n4p26
Assessment and Standards for Graduate Outcomes
Wood, Leigh N., Thomas, Theda and Rigby, Brendan. (2011). Assessment and Standards for Graduate Outcomes. Asian Social Science. 7(4), pp. 12 - 17. https://doi.org/10.5539/ass.v7n4p12
Learning in the community :Students experience of community service
Clinton, Ide and Thomas, Theda. (2010). Learning in the community :Students experience of community service. Proceedings of the ACEN National Conference. Australia: Australian Collaborative Education Network. pp. 73 - 82
Can we help information systems students improve their ethical decision making?
Thomas, Theda and Ahyick, Mary. (2010). Can we help information systems students improve their ethical decision making? Interdisciplinary Journal of Information, Knowledge, and Management. 5, pp. 209 - 224. https://doi.org/10.28945/1160
Embedding Generic Skills Means Assessing Generic Skills
Dixon, Peter, Daly, Anne, Clark-Murphy, Marilyn, Rigby, Brendan, Petocz, Peter, Kavanagh, Marie, Lees, Nicole, Leveson, Lynne, Thomas, Theda and Wood, Leigh. (2009). Embedding Generic Skills Means Assessing Generic Skills. In John Milton, Cathy Hall and Josephine Lang (Ed.). Assessment in Different Dimensions. Melbourne, Australia: Australian Technology Network. pp. 321 - 330
Scaffolding strategies for teaching introductory programming
Thomas, Theda, D'Souza, Christopher and Kazlauskas, Alanah Lucille. (2009). Scaffolding strategies for teaching introductory programming. In F. Yun, S. Wong and C. Zhao (Ed.). Doctoral student consortium proceedings of the 17th international conference on computers in education. Hong Kong, China: Asia-Pacific Society for Computers in Education. pp. 32 - 36
Embedding Group Work in the First Year Experience
Kazlauskas, Alanah Lucille, Davis, Timothy, Thomas, Theda, Thornton, Leighana and Gimel, Sophie. (2007). Embedding Group Work in the First Year Experience. In Jason Thomas (Ed.). 10th Pacific Rim First Year in Higher Education; Conference 2007 - Conference Proceedings. Brisbane,Queensland: QUT Web Solutions. pp. 1 - 10
Embedding critical thinking in is curricula
Thomas, Theda, Davis, Tim and Kazlauskas, Alanah. (2007). Embedding critical thinking in is curricula. Journal of Information Technology Education: Research. 6, pp. 327 - 346.
What were you thinking? Empowering tomorrow's professionals today
Davis, Tim, Thomas, Theda and Kazlauskas, Alanah. (2006). What were you thinking? Empowering tomorrow's professionals today. International Journal of Pedagogies and Learning. 2(1), pp. 34 - 46. https://doi.org/10.5172/ijpl.2.1.35
What Were You Thinking? Empowering Tomorrow's Professionals Today
Davis, Tim, Thomas, Theda and Kazlauskas, Alanah. (2006). What Were You Thinking? Empowering Tomorrow's Professionals Today. International Journal of Pedagogies and Learning. 2(1), pp. 34 - 46. https://doi.org/10.5172/ijpl.2.1.35
Gender differences in students' perceptions of information technology as a career
Thomas, Theda and Allen, Alesha. (2006). Gender differences in students' perceptions of information technology as a career. Journal of Information Technology Education: Research. 5, pp. 165 - 178.
Teaching first year students to communicate their reasoning
Thomas, Theda, Kazlauskas, Alanah and Davis, Tim. (2004). Teaching first year students to communicate their reasoning. In D. Nulty and N. Myers (Ed.). Pacific Rim First Year in Higher Education Conference. Brisbane, Australia: Queensland University of Technology. pp. 1 - 10
Integrating the needs of industry and critical cross-field outcomes at a Technikon: An example from information technology
Thomas, Theda, Schroder, C. and Rishworth, L.. (2003). Integrating the needs of industry and critical cross-field outcomes at a Technikon: An example from information technology. South African Journal of Higher Education. 17(1), pp. 175 - 184.
Working with diverse students: Can lessons learnt in South Africa be applicable in Pan-Pacific region?
Thomas, Theda. (2003). Working with diverse students: Can lessons learnt in South Africa be applicable in Pan-Pacific region? In Dr Duncan Nutly and Dr Noel Myers (Ed.). 7th Pacific Rim First Year in Higher Education; Conference Proceedings (CD). Brisbane, Australia: Queensland University of Technology. pp. 1 - 11
Cooperative learning and objective-oriented methods
Thomas, Theda. (2003). Cooperative learning and objective-oriented methods. In Anne McDougall, John Murnane and Carol Stacey (Ed.). ICT and the Teacher of the Future: Selected papers from the IFIP Working Groups 3.1 and 3.3 Working Conference. Sydney, Australia: Australian Computer Society. pp. 115 - 117
Developing the interpersonal and communication skills necessary for effective requirements engineering
Thomas, Theda and Schroder, Cheryl. (2002). Developing the interpersonal and communication skills necessary for effective requirements engineering. In J. Cybulski, L. Nguyen and J. Lamp (Ed.). Proceedings of the Seventh Australian Workshop on Requirements Engineering. Melbourne,Australia: Deakin University Press. pp. 185 - 197