The Teaching for Transfer Standing Group welcomes presenters in its CCCCs 2027 sponsored panel. The year’s conference theme is Design Writing Futures, and TFT’s theme will be The Future of Teaching for Transfer.
CCCC Program Chair, Donnie Johnson Sackey wrote of Design Writing Future: “During times of despair—when political, social, or ecological collapse narrows our sense of possibility—the Futures Cone serves as a speculative design heuristic that reopens imaginative space.” We imagine this connects to teaching for transfer in political, social, or ecological challenges In higher ed classrooms of all types. How has our pedagogy adapted to these new challenges, including attention span, news distraction, safety concerns, and student well-being?
The teaching for transfer standing group invites transfer scholars and teachers to share their imagination of what teaching for transfer in the future might look like. Perhaps it’s already happening in your classroom.
Some topics you might consider are:
- Rewriting the Theory of Writing prompt for generative AI
- The importance of reflective writing in a new world classroom
- What reflective writing looks like in different forms
- Attending to neurodiversity in teaching for transfer
- Writing knowledge transfer as transformative pedagogy
- Teaching for transfer with / against generative AI
- Writing knowledge transfer imagined for writing in the disciplines courses
- Teaching for transfer as inclusive pedagogy
Timeline for Submissions:
- Proposal drafts due: May 5, 2026
- Proposal Acceptance/Feedback: May 13
- CCCC Submission deadline: 9:00 a.m. EST on Wednesday, May 27, 2026
Please send a 200 word abstract with your proposal title to the Teaching for Transfer Standing Group Chair, Dr. Kath Rothschild, at kathroth by May 5, 2026. We can’t wait to hear from you!
Katherine Rothschild, MFA, PhD
(she/her/hers)
Lecturer, Program in Writing and Rhetoric
Stanford University
http://kathrothschild.com
@kath_rothschild
Wider than the Sky (Soho Teen)
"Disciplinarity and Transfer Ten Years Later: A Multi-Institutional Investigation into Student Perceptions of Learning to Write" College Composition and Communication
"Responding to Writerly Identity as Inclusive Pedagogy" Journal of Response to Writing