Understanding Writing Transfer (PDF)

Randall Bass is Vice Provost for Education and Professor of English at Georgetown University, where he leads the Designing the Future(s) initiative and the Red House incubator for curricular transformation. For 13 years he was the Founding Executive Director of Georgetown's Center for New Designs in Learning and Scholarship (CNDLS). He has been working at the intersections of new media technologies and the scholarship of teaching and learning for nearly thirty years, including serving as Director and Principal Investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. In January 2009, he published a collection of essays and synthesis of findings from the Visible Knowledge Project under the title, "The Difference that Inquiry Makes," (co-edited with Bret Eynon) in the digital journal Academic Commons (January 2009: http://academiccommons.org). Bass is the author and editor of numerous books, articles, and electronic projects, including recently, "Disrupting Ourselves: the Problem of Learning in Higher Education" (Educause Review, March/April 2012). He is currently a Senior Scholar with the American Association for Colleges and Universities.

Jessie L. Moore is Director of the Center for Engaged Learning and Associate Professor of English: Professional Writing & Rhetoric. She leads planning, implementation, and assessment of the Center's research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She co-edited Critical Transitions: Writing and the Question of Transfer (2016). She currently serves as the elected Secretary of the Conference on College