Action Research, Active Reflection: Interrogating the Threshold Concepts of Teaching First-Year Writing
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Chair | Jay Jordan | University of Utah → University of Utah | |
| Speakers | Heidi Estrem | Boise State University → Boise State University | A Threshold Concepts Framework for Learning to Teach First-Year Writing |
| Speakers | Marcel Brousseau | University of California, Santa Barbara → University of California, Santa Barbara | Border Troubles: Teaching and Learning with Threshold Concepts in Two Disciplines |
| Speakers | Colin Johnson | Boise State University → Boise State University | Expectations and Authority: Using Threshold Concepts to Recalibrate Student-Instructor Dynamics in the First-Year Writing Classroom |
| Speakers | Cheryl McKell | Boise State University → Boise State University | When Identities Converge at the Border: Examining the Approach to Threshold Concepts from Numerous Positions as a Learner |
| Speakers | Shannon Brennan | University of California, Los Angeles → University of California, Los Angeles | Standing on the Threshold: Teaching (about) Disciplinary Knowledge |
Source
NCTE's program, near page 186 of the file. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “Action Research, Active Reflection: Interrogating the Threshold Concepts of Teaching First-Year Writing.” 2016 Convention Program, Houston, session G.7. Via CCCC Program Reader, November 2, 2026.