Blurred boundaries: Sussing out thresholds between WAC and WPA in administrative professionalization

Over the past 50 years, the field of WAC has increasingly shifted from discussions of starting programs to efforts of sustaining programs (Cox, Galin, & Melzer, 2018). Similarly, WAC pedagogical support has moved from the oneoff workshop model of “writing-to-learn” pedagogy (Walvoord, 1996) to other models of effecting long-term change with faculty (Glotfelter, Updike, & Wardle, 2020; Martin, 2021). Alongside these programmatic and pedagogical trends, we argue that WAC administrative support and professionalization need to similarly grow. To work toward sustainability as a field, we need to (re)consider the professionalization of WAC administrators—both in graduate school and throughout their careers

Exploring a threshold concept framework to fan studies research methodologies

We turn to threshold concept theory to imagine ways scholars can approach fan studies methodologies and make their research and underlying values more explicit, as well as outline what some common and shared values and foundational concepts are in the discipline. We consider notions that all fans understand and value, regardless of home discipline, and the ways such shared understandings can lead to shared and consistent research methods and methodologies. We also provide some examples and illustrations from our own experiences before concluding with a threshold concept–inspired framework for conceiving of fan studies methodologies

Exploring a threshold concept framework to fan studies research methodologies

We turn to threshold concept theory to imagine ways scholars can approach fan studies methodologies and make their research and underlying values more explicit, as well as outline what some common and shared values and foundational concepts are in the discipline. We consider notions that all fans understand and value, regardless of home discipline, and the ways such shared understandings can lead to shared and consistent research methods and methodologies. We also provide some examples and illustrations from our own experiences before concluding with a threshold concept–inspired framework for conceiving of fan studies methodologies