If writing-intensive courses are a high-impact practice, as George Kuh and others have suggested, what can universities do to help students transition from these high-impact experiences into other contexts and apply what they’ve learned about writing? What bridging strategies (as Perkins and Salomon call them) can faculty employ in their classes to facilitate mindful abstraction? How might course designs foster what King Beach calls critical transitions? And how can colleges prepare students to be boundary crossers when it comes to their writing? From 2011 to 2013, the Center for Engaged Learning sponsored a two-year, multi-institutional research seminar to explore these and other questions about writing transfer, and we’re featuring some of the resulting research this week in Critical Transitions Online.



Here are some of the highlights:

• In first-year writing courses, content matters.
• Students need reiterative opportunities for reflection throughout their education.
• When considering students’ ability to transfer or adapt writing strategies, personal identities matter.
• Across the university, expectations for student writing often are misaligned.

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