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Data from students and history instructors indicate that certain threshold concepts are shared across the disciplines, yet instruction does not consistently enact these shared ideas. 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Page 1 of 17  \nComposition Forum 26, Fall 2012 [http://compositionforum.com/issue/26/](http://compositionforum.com/issue/26/)  \nThe Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History  \n [[http://www.addthis.com/bookmark.php?v=250&username=compforum](http://www.addthis.com/bookmark.php?v=250&username=compforum)]  \nLinda Adler-Kassner, John Majewski, and Damian Koshnick  \nAbstract: Using \"threshold concepts\" (Meyer and Land) as a lens, this article examines several issues related to learning within and across two general education courses—one in writing and one in history—in which students were concurrently enrolled. Analysis of data from students and instructors (of the history course) suggests threshold concepts that are shared among history and writing courses; however, the data also indicate that the extent to which these shared concepts are enacted through instruction is somewhat inconsistent. The article ultimately suggests that threshold concepts might prove a productive frame through which to consider questions related to writing and transfer, and also to general education more broadly.  \nIn this article, we examine questions related to transfer across general education courses through lenses associated with “threshold concepts.” Conceived as gateways to learning, threshold concepts are specific ideas within disciplines “without which the learner cannot progress”(Meyer and Land 1) . David Perkins explains that these concepts are not simply ideas that learners need to grasp, but concepts that must serve as lenses for analysis within the epistemological context of a discipline (42) . Through them, thinkers in the field approach questions, design studies to investigate those questions, and explain findings. An example of a threshold concept would be the idea of signification within cultural or media studies or that of opportunity cost in economics (Meyer and Land) .  \nOur research is intended to contribute to two, heated conversations that currently seem to operate parallel to one another. One concerns the purpose of first-year writing courses, especially the ways that they facilitate students’ abilities to transfer something—knowledge, strategies, habits of mind—to other courses and contexts beyond the academy. While this subject occasionally is taken up outside of composition, it is much more frequently (and intensively) discussed by researchers and teachers in the field. The second conversation, much larger, is taken up most often beyond first-year writing. This concerns the purpose and nature of general education (GE) in the modern-day academy and focuses on what GE does and how it does those things. This larger topic is implicit in discussions about everything from the purposes of two-year colleges, to dual-credit and concurrent enrollment, to the value of a four-year degree. Researchers have yet to consider the intersections between the discussion of first-year writing and GE. Our work is a first step in doing so; ultimately, we suggest that threshold concepts may provide a productive frame for faculty to productively engage with questions about the purposes of GE and to consider how to support students as they work to achieve these purposes.  \nThis suggestion extends from research conducted in two GE courses in which a few students were concurrently enrolled. John, a faculty member in history, taught History 17b, an American history survey course. Linda, a faculty member in writing, taught Writing 2, UC Santa Barbara (UCSB)’slower-division writing requirement. Using these linked sections as a base for this study, we sought to address several questions about learning related to threshold concepts: What threshold concepts were shared across History 17b and Writing 2? How were these understood by instructors in 17b and  \n[http://compositionforum.com/issue/26/troublesome-knowledge-thr","cbCaivPHSyIHmHf6","https://ap.wps.com/l/cbCaivPHSyIHmHf6","pdf",80658,17,"English","# Abstract\n# Threshold Concepts and Their Role in Learning\n# Two Educational Conversations: First-Year Writing and General Education\n# Study Context and Research Questions\n# Data Sources and Method Overview\n# Transfer and Threshold Concepts Framework","[{\"question\":\"What lens does the article use to study learning across courses?\",\"answer\":\"It uses threshold concepts as a lens to analyze learning within and across a writing course and a history course.\"},{\"question\":\"Which courses are compared in the study, and how are they connected?\",\"answer\":\"The study links History 17b and Writing 2, where some students were concurrently enrolled, enabling comparisons of shared concepts and enactment.\"},{\"question\":\"What do the results suggest about shared threshold concepts and instruction?\",\"answer\":\"Shared threshold concepts appear across history and writing, but how consistently those concepts are enacted through instruction varies.\"}]","The Value of Troublesome Knowledge - Threshold Concepts and Transfer in Writing and History | PDF",1792089072,43]