Seminar books win awards

Two books by Critical Transitions: Writing and the Question of Transfer participants recently earned recognition at the 2016 conference of the Council of Writing Program Administrators. Writing across Contexts: Transfer, Composition, and Sites of Writing, written by Kathleen Blake Yancey, Liane Robertson, …


Year in Review: Videos – Part 2

This month we’re taking a look back at some of the Center for Engaged Learning’s most watched videos in 2014 and pairing them with some you might have missed. Created for ISSOTL Online 2013 for the Studying and Designing for …


Writing Across Contexts: Transfer, Composition, and Sites of Writing by Yancey, Robertson, and Taczak

Writing and the Question of Transfer: Content Matters

by Jessie L. Moore The 2011-2013 Elon University Research Seminar on Critical Transitions: Writing and the Question of Transfer supported multi-institutional research by 45 scholars and resulted in an impressive (and still growing) list of conference presentations and publications. Writing across Contexts: …


Students writing collaboratively in a computer classroom

Digital Literacies in Writing-Intensive Courses

by Jessie L. Moore Writing-Intensive Courses – one of the high-impact practices identified by George Kuh (2008; see also AAC&U’s High-Impact Educational Practices) – can and should be attentive to the evolving nature of writing. Writing in the 21st Century …



Elon Statement on Writing Transfer

Download a Printer-Friendly Copy of the Elon Statement on Writing Transfer Developed by 45 writing researchers participating in the 2011-2013 Elon University Research Seminar (ERS) on Critical Transitions: Writing and the Question of Transfer, this statement summarizes and synthesizes the …




Writing-Intensive Courses and Insights from Writing Transfer Research

George Kuh (2008) identifies Writing-Intensive Courses as a high-impact educational practice – a practice that facilitates both student retention and engagement. The Association of American Colleges and Universities describes Writing-Intensive Courses as “emphasiz[ing] writing at all levels of instruction and across the curriculum, including final-year projects. Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines.”

Yet what do higher education stakeholders know about supporting student writing across the curriculum? How can universities best prepare students to write “for different audiences in different disciplines”? How can general education courses equip students with knowledge and strategies for writing in their majors and beyond? Writing transfer research tackles these questions.


Classroom Ecology, the New Voc-Ed, and Academic Writing at the Edge

What happens when you ask three scholars to explore learning spaces from their unique individual and institutional perspectives? Audience members are challenged to reconsider their understandings of physical, program-level, and online learning spaces, along with their expectations for conference plenaries. The Friday, October 4, 2013, Plenary at ISSOTL 2013 featured TED-style talks by Thomas Horejes (Gallaudet University), anthony lising antonio (Stanford University), and Siân Bayne (University of Edinburgh). More information about the speakers and their talks is provided below the video.