One Teacher, One Classroom: A Problem in Writing?

Abstract

Regarding higher education, this article centers on the relationships between writing transfer, including teaching for transfer (TFT), and high-impact practices (HIPs) and characterizes how these relationships may contribute to student learning in general but learning to write in particular. To begin, Richard Matzen extrapolates positive features for educational reform from sources written prior to the coronavirus (COVID-19) pandemic. After explaining how HIPs and writing transfer activate these features, and contextualizing such with the pandemic, Matzen suggests that how well educational reforms may proceed after the pandemic may depend on how valuable equity and student-centered education is in higher education.