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Shepherd, David T. Johnson, Sue Fletcher, Courtney A.  \nMauck, and Christopher J. Barber  \nCourse Description  \nENG 7980: History and Theories of Composition (HTC) is a course required for all MA and PhD students in rhetoric and composition at Ohio University.1 This section of HTC was designed with two specific goals in mind. The first was to introduce students to multiple theories of composition, and the second was to not only teach but also to facilitate learning transfer. Ultimately, students would each create their own “theory” of composition. Class content was designed to connect to contexts outside of the immediate classroom setting—specifically to students’ other classes, research projects, and teaching. Class assignments were designed to draw outside content into the class as well as to push class content into teaching and research.  \nThis course design has been co-written by the instructor of HTC (Ryan) and four graduate students who took the class in fall 2017 (David, Sue, Courtney, and Chris) . What follows is an extension of class content. David, Sue, Courtney, and Chris helped Ryan to reflect on the curriculum and update it based on what they learned about learning transfer.  \nInstitutional Context  \nThe curriculum for both the MA and PhD is diverse, including content on teaching, research methods, and theory. Both programs include courses outside of rhetoric and composition, such as an introduction to English studies, a literature course, and a course in critical theory. The programs have also been moving toward a specialization in cultural rhetorics.  \nThe decision to study and to facilitate transfer in HTC came from Ryan’s observation that students often perceive content in different courses as unconnected. In particular, as a scholar in rhetoric and composition, Ryan often saw connections between his research, theoretical readings, and classroom practice, but he also observed that graduate students struggled to make those same connections. Ryan hoped that HTC might help graduate students do three  \n1. You can find the syllabi and course calendars for each Course Design essay on the Composition Studies website at [https://compstudiesjournal.com/](https://compstudiesjournal.com/) .  \nComposition Studies 48.1 (2020): 88–103  \nthings: recognize that a tension was taking place between their classes taken and taught; recognize connections across scholarly contexts; and seek out—or even create—those connections. Ryan saw this facilitation as an opportunity to connect the “delivered, lived, and experienced curricula” of graduate education as explored by Kara Taczak and Kathleen Blake Yancey (140) and designed the course content to include transfer from the very first day and to build toward more robust and critical connections as the semester progressed. The course highlighted learning transfer early in the semester, but students did not do readings on transfer theory until roughly the final third of the class.  \nTheoretical Rationale  \nThe rationale for the course design grew out of Ryan’s research into learning transfer at the undergraduate level (Shepherd) and the connections that learning transfer theory has with scholarship on teaching at the graduate level. Many studies have explored learning transfer models in first-year composition, such as Linda S. Bergmann and Janet Zepernick’s exploration of disciplinarity in FYC, Ronda Leathers Dively’s standardization of FYC for TA training, Douglas Downs and Elizabeth Wardle’s theoretical framework for Writing about Writing (WAW), and Liane Robertson, Kara Taczak, and Kathleen Blake Yancey’s earlier work that serves as a precursor to the Teaching for Transfer model. Many of these texts, and others written about transfer, note the benefits of reflection and metacognition for learning transfer. For example, Gerald Nelms and Ronda Leathers Dively position reflection as a means of h","cbCaibGEGBkwr9ke","https://ap.wps.com/l/cbCaibGEGBkwr9ke","pdf",126762,15,"English","# Course Description\n# Institutional Context\n# Theoretical Rationale\n## Teaching for Transfer Influence\n## Reflection and Metacognition","[{\"question\":\"What are the two main goals of ENG 7980 (HTC) course design?\",\"answer\":\"The course aims to introduce multiple theories of composition and to facilitate learning transfer. It also supports students in creating their own “theory” of composition.\"},{\"question\":\"How does the course design connect learning in HTC to other academic contexts?\",\"answer\":\"Class content is designed to link to contexts beyond the classroom, including other classes, research projects, and teaching. Assignments also bring outside content into the course and push course content into teaching and research.\"},{\"question\":\"Why is learning transfer theory paired with reflection in the course rationale?\",\"answer\":\"The document notes that many transfer models highlight reflection and metacognition as benefits for transferring knowledge. It also argues that graduate education reflection is often not explicitly framed as facilitating learning transfer.\"}]","Learning Transfer in History and Theories of Composition - Course Design | PDF",1792088287,38]