| 2015 | A.24 | Better Breathers are Better Learners |
| 2015 | A.25 | Breaking Down Barriers: Risks and Rewards of Redesigning FYC Curriculum for the Multilingual Reality |
| 2015 | A.26 | Taking Risks in Teaching Politics and Ethics in FYC |
| 2015 | A.27 | Game On: Games and Gamification in First-Year Composition |
| 2015 | B.33 | Staying Rooted in Composition while Branching out to STEM |
| 2015 | B.34 | Living with Vampires: The Discourse of Disciplinarity in First-Year Composition |
| 2015 | B.35 | Getting to Step 2: Pushing beyond a Skills-Based Approach to Critical Reading in FYC |
| 2015 | B.36 | Engaged Students, Engaging Writing |
| 2015 | B.37 | Risk into Reward: Enacting Translingual, Transcultural Pedagogies among Diverse Student Learners |
| 2015 | C.32 | Translingual Practice: Rethinking, Responding, Enacting |
| 2015 | C.33 | Starting Again: Re-Imagining the Role of FY Writing in the General Education Curriculum |
| 2015 | C.34 | Rhetorics of Doubt and Students of Faith: Risking Engagement with Skeptical Readers |
| 2015 | C.35 | Common Core State Standards, Meet the Framework for Success in Postsecondary Writing: A Risky, Rewarding |
| 2015 | C.36 | Connecting STEM to FYC |
| 2015 | C.37 | Teaching Academic Writing to Non-Native English Netalanguage, Formulas, and Feedback |
| 2015 | D.31 | Issues in Dual Enrollment: Rigor, Credentials, Pedagogies, Transitions |
| 2015 | D.32 | Testing Metacognition: The Risks and Rewards of Reflecting on Revision Practices |
| 2015 | D.33 | Process, Plagiarism, and Pedagogy: Exploring the Benefits of Sampling for Composition Studies |
| 2015 | D.34 | Approaches to Teaching L2 Writers in First-Year Writing and ESL Composition Courses |
| 2015 | D.35 | Risky Writing and Rewarding Pedagogies |
| 2015 | E.30 | Information Literacy Learning in First-Year Writing: Perspectives from National and Campus Research |
| 2015 | E.31 | Comfortable but out of Your Comfort Zone: Creating Risky and Rewarding Pedagogical and Material Safe |
| 2015 | E.32 | High-Tech, Low-Tech, No-Tech?: Divergent Implementa-tions of Technology and the Risks and Rewards for Student Writing |
| 2015 | E.33 | Rethinking Course Design for First-Year Composition |
| 2015 | E.34 | The Politics and Pragmatics of Space, Place, and Location in First-Year Composition |
| 2015 | F.33 | #MultimodalFYC: The Peril and Purpose of Multimodality in First-Year Composition |
| 2015 | F.34 | Fostering Student Engagement through Multimodality in FYC |
| 2015 | F.35 | Dueling Forces in Dual Credit: The Risks and Rewards of Offering College Composition to High School Students |
| 2015 | F.36 | “Diving into the Wreck” and Emerging Literate |
| 2015 | F.37 | Service Learning Approaches in FYC |
| 2015 | F.38 | Learning through Collaboration: Approaches to Research, Peer Review, Workshops, and Rubrics |
| 2015 | F.39 | Getting Them Ready: Developing College Readiness through AP Courses, Partnerships, and Social Networks |
| 2015 | G.30 | Teaching and Supporting Multimodal Composition via Campus Collaborations: When Instructors, Archivists, and Technologists Converge |
| 2015 | G.31 | Tweeting, Timelines, and Transfer: Opening the Composition Classroom to Students’ Social Media |
| 2015 | G.32 | Genre as Risk/Risk in Genre |
| 2015 | G.33 | Writing about Communication in the Disciplines (WACID): A Synthesis of Established Pedagogies |
| 2015 | G.34 | Risks and Rewards of Engaging Religion and Faith in FYC |
| 2015 | G.35 | Considering Subjectivity, Voice, and Sovereignty for FYC Students |
| 2015 | H.30 | Transformational Pedagogies: The Risks and Rewards of Multimodal Composition in First-Year Composition |
| 2015 | H.31 | Risks and Rewards of Challenging the Homogenizing Narratives of “Student,” “Teacher,” and “Classroom” |
| 2015 | H.32 | Violating Student and Programmatic Expectations to Introduce Transferable Writing Strategies: The Risk and Reward of Adopting a Writing about Writing Approach |
| 2015 | H.33 | Pedagogy of the Oppressive: Responding Productively to Student Expressions of Privilege |
| 2015 | H.34 | Flipping First-Year Composition |
| 2015 | I.32 | Entering the Multiverse: Using Comics to Explore Multiliteracies, Multigenres, Multimodality, and Multilingualism in the FYC Classroom |
| 2015 | I.33 | Rethinking and Fostering Transfer |
| 2015 | I.34 | Writing about Writing: Implications for Assessment, Transfer, and Disciplinarity |
| 2015 | I.35 | Cultivating Vulnerability in First-Year Composition |
| 2015 | I.36 | Digital Literacy in FYC: Overcoming the Risks |
| 2015 | I.37 | The Rewards of Reconsidering Placement and Access |
| 2015 | J.33 | The High-Stakes Writing Classroom: Expectations, Risks, and Assessments |
| 2015 | J.34 | Student Veterans, in Their Own Words: Results of a Longitudinal Research Project |
| 2015 | J.35 | So What? Teaching Students to Craft Compelling Arguments |
| 2015 | J.36 | Flipping the Hybrid First-Year Composition Classroom: Transforming Purpose, Roles, and Activities in Freshman |
| 2015 | J.37 | A Bird in the Hand: Student Perceptions of the Risk of Multimodal Composition |
| 2015 | J.38 | Precarious or Progressive?: Creativity, Digital Epistemology, and Hip Hop Rhetoric in an HBCU |
| 2015 | K.29 | Taking Risks to Shift Paradigms of Writing Assignment Design |
| 2015 | K.30 | The Argumentative Essay: New Approaches to Innovative Research and Argumentative Essay |
| 2015 | K.31 | Primarily Curious: Using Archives to Stimulate Intellectual Curiosity in First-Year Composition |
| 2015 | K.32 | Supporting Student Writers: Veterans, At-Risk Students, and Students with ADHD |
| 2015 | L.21 | Examining, Valuing, and Applying Theories of Composition in FYC |
| 2015 | L.22 | Researching Controversy: The Rhetorics of Stereotyping, Protest, Art, and Apology |
| 2015 | L.23 | Intentions and Revisions: A Workshop in Responding to Student Writers |
| 2015 | M.24 | Transfer, Metacognition, and Revision: Teaching the Writing Process with Digital and Visual Technologies |