Full Description
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 worldThis 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.
Contents
Foreword—Betsy O. Barefoot and John N. Gardner 1. Five Essential Principles About Writing Transfer—Jessie L. Moore Part One. Critical Sites of Impact 2. Transfer and Educational Reform in the Twenty-First Century. College and Career Readiness and the Common Core Standards—Linda Adler-Kassner 3. Pedagogy and Learning in a Digital Ecosystem—Rebecca Frost Davis 4. Writing, Transfer, and ePortfolios. A Possible Trifecta in Supporting Student Learning—Kathleen Blake Yancey 5. Writing High-Impact Practices. Developing Proactive Knowledge in Complex Contexts—Peter Felten 6. Diversity, Global Citizenship, and Writing Transfer—Brooke Barnett, Woody Pelton, Francois Masuka, Kevin Morrison, and Jessie L. Moore 7. Telling Expectations About Academic Writing. If Not Working, What About Knotworking?—Carmen M. Werder Part Two. Principles at Work. Implications for Practice Case Studies 8. Rethinking the Role of Higher Education in College Preparedness and Success From the Perspective of Writing Transfer—Alison Farrell, Sandra Kane, Cecilia Dube, and Steve Salchak 9. Teaching for Transfer—Liane Robertson and Kara Taczak 10. Student Drafting Behaviors in and Beyond the First-Year Seminar—Diane E. Boyd 11. Cueing and Adapting First-Year Writing Knowledge. Support for Transfer Into Disciplinary Writing—Gwen Gorzelsky, Carol Hayes, Ed Jones, and Dana Lynn Driscoll 12. Promoting Cross-Disciplinary Transfer. A Case Study in Genre Learning—Mary Goldschmidt 13. "The Hardest Thing With Writing Is Not Getting Enough Instruction". Helping Educators Guide Students Through Writing Challenges—Elizabeth Wardle and Nicolette Mercer Clement 14. Coda—Randall Bass About the Editors and Contributors Index
