Applying Threshold Concepts in Interdisciplinary Subjects

Abstract

Interdisciplinarity is expanding as a pedagogical approach within higher education. This text examines how the model of threshold concepts can address the advantages, and possible limitations, interdisciplinarity brings. It concludes that whilst threshold concepts are important, they are at times a complicated factor in the design of effective learning environments within interdisciplinary subjects. Regardless of the various obstacles discussed, such as the value of threshold concepts for a curriculum that aims to be creative, the overall notion remains a valuable one toward some form of curriculum benchmarking. Wherever present they illustrate a clear, and perhaps neglected, focus for evaluating teaching strategies and learning outcomes.