| 2015 | A.12 | Taking Risks and Reaping Rewards: Faculty, Students, and WPAs on Multimodality |
| 2015 | A.13 | Risky Writing in the STEM Classroom: Exploring the Challenges and Rewards |
| 2015 | A.14 | Academic Boundaries and Habitual Risk |
| 2015 | A.15 | Teaching through Failure |
| 2015 | A.16 | Comp’s Got Ninety-Nine Problems, but Racial Equity Ain’t One–The Risky Business of Engaging Racial Equity in Writing Instruction |
| 2015 | B.17 | Differentiated Instruction for Online Courses: Moving out of the Comfort Zone |
| 2015 | B.18 | Writing Abroad: The Risk and Reward of Teaching and Learning in Non-American Settings |
| 2015 | B.19 | The Risks and Rewards of Public Writing, Pedagogy, and Activism for Junior Faculty in Rhetoric and Composition— An Interactive Discussion |
| 2015 | B.20 | Literacy and Affect: Social, Political, and Pedagogical Investigations |
| 2015 | B.21 | Risks and Rewards of Innovative Campus Partnerships |
| 2015 | B.22 | Zine-o-phobia: The Risk of Unconventional Assignments |
| 2015 | B.23 | Investigating at Points of Contact: Students, Educators, and Prior Knowledge |
| 2015 | C.15 | Compassionate Composition: Using Mindfulness and Compassion to Teach and Assess Writing |
| 2015 | C.16 | Multimodal Teaching and Composing |
| 2015 | C.17 | Racism and White Privilege in the Writing Classroom: Tactics, Risks, Rewards |
| 2015 | C.18 | Program Politics: The Professional Risks and Rewards of Program Innovation |
| 2015 | C.19 | Taking Risks in the “Contact Zone”: Personal, Political, and Professional Narratives in Surgery Education, Academic Medical Journals, and War Trauma |
| 2015 | C.20 | Rhetorical Adjacency: Composing Disability Narratives as the Near, Dear, or Peer |
| 2015 | C.21 | Border Crossing: Interdisciplinary Vulnerability in the Composition Classroom |
| 2015 | C.22 | Composition and Gaming |
| 2015 | C.23 | You Can’t Do That with/in Writing! |
| 2015 | C.24 | Innovative Pedagogies for Students on the Margins: Developmental and Multilingual Writers |
| 2015 | D.16 | Risking Destruction: Queer Approaches to Writing, Teaching, and Evaluating |
| 2015 | D.17 | Translingual Pedagogies and the Promise of Translanguaging the Curriculum |
| 2015 | D.18 | The Rhetoric of Sustainability within and outside the University |
| 2015 | D.19 | Literacy, Love, and Revolution: Critical Resistance Practices in Multimodal, International Composition |
| 2015 | D.20 | Complicating Risk: First-Generation Self-Identification, Pedagogies, and Programmatic Support |
| 2015 | D.21 | Risking our Foundations: Transnational Research and Teaching at an IBC in the Middle East |
| 2015 | D.22 | Rhetorics of Disclosure: Disability in Writing, Publishing, Teaching and Promotion |
| 2015 | D.23 | The Risks and Rewards of Improvisation in the Writing Classroom |
| 2015 | D.24 | Digital Talkback: Circumventing Conventions with/in Digital Spaces |
| 2015 | E.14 | Risking Reflection: Experimental Stories of Writing Teachers’ Risks and Rewards |
| 2015 | E.15 | The Promises and Pitfalls of Feminist Frameworks as Responsive Practice: Conversations on Risk and Reward |
| 2015 | E.16 | The Risks and Rhetorics of Universal Design |
| 2015 | E.17 | Sink or Swim with Long-Term, Linked Projects: Charting a Course through 21st-Century Communication |
| 2015 | E.18 | Reconsidering Reflective Writing Across the College Curriculum: Promoting Individual Growth, Knowledge |
| 2015 | E.19 | Risky Writing in Public Places: Four Studies of Cultural Re-Presentation |
| 2015 | E.20 | Interdisciplinary and International Writing across the Curriculum |
| 2015 | F.16 | Risk/Reward: Developing, Gamifying, and Commericaliz-ing a Writing Course |
| 2015 | F.17 | Against All Odds: An Interdisciplinary Partnership Takes a Chance with Writing and Video Technology in a Nursing |
| 2015 | F.18 | Potentials and Pitfalls of Quantitative Literacy: Public, Visual, Pedagogical |
| 2015 | F.19 | Rhetorics of Risk, Loss, Nostalgia, and Connection in Sonic Composing Practices |
| 2015 | F.20 | Locating Our Emergence: Failures, Triumphs, and Other Risky Maps |
| 2015 | F.21 | Global Contexts for Writing Education and Research |
| 2015 | F.22 | Rethinking Writing Instruction: Cognitive Linguistics, Genre Theory, and WAW |
| 2015 | F.23 | I Don’t Agree!: New Strategies for Writing and Argumentation |
| 2015 | G.14 | Embracing Risk for Social Justice: Teaching Composition in Ethnic Studies |
| 2015 | G.15 | The South Central Scholars Effect: An Innovative Approach to Closing Income-Based Achievement Gaps |
| 2015 | G.16 | Finding a Way In: Graduate Students Promoting Multilingual Writing Pedagogy |
| 2015 | G.17 | “So what department are you from?” Innovating a Start-up High Tech Company from an English Department |
| 2015 | G.18 | Writing Human Rights: Methods, Pedagogy, Mentoring |
| 2015 | G.19 | Beyond the Tower |
| 2015 | G.20 | Innovation and Entrepreneurship |
| 2015 | G.21 | The Risks and Rewards of Public Activism |
| 2015 | H.15 | Religious Lifestyle and Queer Faith: Religious/Queer Discourses in Consensual Distrust (Sponsored by the Rhetoric and Religious Traditions Special Interest Group) |
| 2015 | H.16 | Military Literacies: Lived Experience, Student Veterans, and Risk in the Service to College Transition |
| 2015 | H.17 | The Power of Risk: Channeling Grad School Anxiety into Career Potential |
| 2015 | H.18 | All I Need is One Mic: Amplifying Hybrid Critical Literacies and Youth Voice in City Schools |
| 2015 | H.19 | Risk, Reward, and Unavoidability(?!) of Trauma in the Literacy Classroom |
| 2015 | H.20 | Metadisciplinary Collaboration: Critical Strategies for Students and Faculty |
| 2015 | H.21 | Changing Spaces: Redesigning the Instructional Space |
| 2015 | H.22 | This Doesn’t Work for Everyone: Assessments and Dual Credit |
| 2015 | I.15 | Making and Being Good Relations (Sponsored by the American Indian Caucus) |
| 2015 | I.16 | Exploring Perils, Prospects, and Communities: Researching Extracurricular Literacies through Interdisciplinary Practices |
| 2015 | I.17 | In the Writing Classroom, “Risk” Should Not be a Four-Letter Word |
| 2015 | I.18 | The Risky Business of Borderland Writing |
| 2015 | I.19 | The Risks and Rewards of Teaching Civil Rights Rhetoric |
| 2015 | I.20 | Risking the Curriculum: Innovative Teaching in Transitional High-School and Developmental |
| 2015 | I.21 | Enemy Combatants, Collaborators, and Allies: Rescuing Student Writing from the Fields of Battle |
| 2015 | I.22 | The Writing Center Tackles “Time to Degree Completion”: Tutor and Grad Student Perspectives on a New |
| 2015 | I.23 | Exploring Identities: Embodied and Disembodied |
| 2015 | I.24 | The Risks and Rewards of Team Teaching in Science and Writing |
| 2015 | I.25 | Risking Method/ology for Queer Reward: Multimodality, Literacy Sponsorscape(s), and Yearning |
| 2015 | J.15 | Feeling the Fear, and Doing It Anyway: The Risks—and Affordances—of Failure |
| 2015 | J.16 | Strangers in Strange Lands: On Teaching Faculty to Write for Publication in East and Central Asia |
| 2015 | J.17 | Cloud Writing: Risk and Reward of “Writing Together, Alone” |
| 2015 | J.18 | Disciplinary Adventures: Data, Making, and Risk at the Intersections of Composing and the Digital Humanities |
| 2015 | J.19 | Facilitating Student Voice and Agency in Community |
| 2015 | J.20 | “The Readiness is All”: Re-Aligning High School and College Writing and Reading |
| 2015 | J.21 | Crossing Genres: Fan Fiction, Poetry, and Creative Non-Fiction in the Writing Classroom |
| 2015 | J.22 | Diversity and Design |
| 2015 | J.23 | New Media Ecologies: Locating Digital and Information Literacies in Composition Programs |
| 2015 | J.24 | “But I Don’t Have Time to Teach Reading”: Using Multimodal Approaches to Teach Rhetorical Reading |
| 2015 | K.13 | Fabricating Rhetoric: Risk /Reward of Three-Dimensional |
| 2015 | K.14 | Curricular Risks and Institutional Innovation: Writing Digital Humanities and Experience Architecture |
| 2015 | K.15 | Academic Leadership for Institutional Change: Risks, Rewards, and Results |
| 2015 | K.16 | Bridging the Gap without Falling In: What a Community College and Local High School Learned from College-Readiness and Collaboration |
| 2015 | K.17 | Taking Risks with Transnational Pedagogies and Curricula |
| 2015 | K.18 | Mindfulness in the Composition Classroom: Embedded Curricula and Embodied Practices |
| 2015 | K.19 | Risking Institutional Disruption |
| 2015 | K.20 | We Are All Post-Experimental Now: The Multimodal, Multimedia, Multigenre, Multivoiced Evolution of Writing |
| 2015 | L.11 | Twenty-Five Years after the “Troubles at Texas”: Learning from Linda Brodkey and the Risks of Writing Pedagogy |
| 2015 | L.12 | Digitization and Its Discontents |
| 2015 | L.13 | Building Interdisciplinarity through Critical Thinking Assessment: A Report from Five Disciplines |
| 2015 | L.27 | Nothing Personal: Objective/Subjective Scholarship |
| 2015 | M.10 | Listening For Laughter: Revealing the Humorous Subtext |
| 2015 | M.11 | Student Anxiety and the Role of Risk in Academic Writing |
| 2015 | M.12 | Pedagogical Risks for Student Investment: Constructing |
| 2015 | M.13 | (Re)Mediating Authority in Composition Classrooms: The Unassuming and Unfamiliar |
| 2015 | M.14 | Cultivating Liminality: Threshold Practices at the Boundaries of First-Year Composition |
| 2015 | M.15 | Chaos and Kairos: Testing Time and Play in Writing |
| 2015 | M.16 | Making Composition: The Maker Movement, Materiality, Multimodality |
| 2015 | M.8 | The Innovative and Eclectic Legacy of Thomas Newkirk: Teacher, Mentor, Scholar, Reader, Writer |
| 2015 | M.9 | Sound and Ambience: Investigating Thomas Rickert’s |