Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education - Tapa dura

"Understanding Writing Transfer can be an important tool in helping colleges and universities develop a clearer vision for their goals for student writing not only in the first year, but also across the entire span of undergraduate education. While those goals may differ to some degree by institutional type, the book itself offers a template for any campus to use in cross-campus conversations about writing in the 21st century. These conversations could be designed to develop institution-wide goals for writing, to address issues of technology, to determine appropriate strategies for writing instruction for non-native English speakers, to expose campus employees to existing writing resources on campus, and to explore the importance of connecting writing to high-impact practices such as undergraduate research, study abroad or away, learning communities, internships, and of course, the first-year seminar. Cross-campus conversations can also be a site for sharing what works-the strategies instructors across disciplines are using to help students understand appropriate writing in specific disciplinary and professional contexts. This book offers a number of such strategies that can be valuable to readers." - Betsy O. Barefoot and John N. Gardner, John N. Gardner Institute for Excellence in Higher Education

While education is based on the broad assumption that what one learns here can transfer over there - across critical transitions - what do we really know about the transfer of knowledge? The question is all the more urgent at a time when there are pressures to "unbundle" higher education to target learning particular subjects and skills for occupational credentialing to the detriment of integrative education that enables students to make connections and integrate their knowledge, skills and habits of mind into a adaptable and critical stance toward the world. This book - the fruit of two-year multi-institutional studies by forty-five researchers from twenty-eight institutions in five countries - identifies enabling practices for, and five essential principles about, writing transfer that should inform decision-making by all higher education stakeholders about how to generally promote the transfer of knowledge. This collection concisely summarizes what we know about writing transfer and explores the implications of writing transfer research for universities' institutional decisions about writing across the curriculum requirements, general education programs, online and hybrid learning, outcomes assessment, writing-supported experiential learning, e-portfolios, first-year experiences, and other higher education initiatives. This volume makes writing transfer research accessible to administrators, faculty decision makers, and other stakeholders across the curriculum who have a vested interest in preparing students to succeed in their future writing tasks in academia, the workplace, and their civic lives, and offers a framework for addressing the tensions between competency-based education and the integration of knowledge so vital for our society.