This article makes two arguments. First, the article argues that threshold concepts provide a useful lens for thinking about how faculty learn service-learning pedagogy. Second, the article illustrates how particular kinds of support can help faculty learn the pedagogy’s threshold concepts by helping them make sense of the challenges they face in teaching through service-learning. The author uses autoethnography to trace her thinking throughout a yearlong fellows program, during which she developed and taught a new service-learning writing curriculum. She describes how the fellows program helped her to turn several challenges into threshold experiences that resulted in key shifts in thinking.
A Journal of Community-Engaged Writing and Rhetoric