Without our undergraduate research experiences nearly twenty years ago, this special issue of Pedagogy may not have existed. It was undergraduate research that prompted our careers as writing scholars, and it is a practice that animates our work today. At a religiously

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Pulling data from a year-long case study into a Division II men’s basketball team, this article suggests how threshold concepts as currently conceptualized and implemented in first-year composition pedagogy and curriculum could more directly consider unique forms of literacies student-athletes bring into the classroom.